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George F. Kelly Elementary
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2019 Official Accountability Report - George F. Kelly Elementary
Organization Information
DISTRICT NAME
Chelsea (00570000)		TITLE I STATUS
Title I School
SCHOOL
George F. Kelly Elementary (00570035)		GRADES SERVED
01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
68% - Substantial progress toward targets54

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage50%80%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		68%
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 achievement44-34-
Science achievement------
Achievement total8860.06867.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total6.47.2-5.47.6-
Percentage of possible points 89%-71%-
Criterion-referenced target percentage80%

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 achievement04-04-
Science achievement------
Achievement total4860.04867.5
GrowthEnglish language arts growth34-24-
Mathematics growth24-14-
Growth total5820.03822.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total3.87.2-3.57.6-
Percentage of possible points 53%-46%-
Criterion-referenced target percentage50%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage47%93%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		75%
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 achievement---
Achievement total8867.5
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total7.17.6-
Percentage of possible points 93%-
2019 Annual criterion-referenced target percentage93%

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 growth34-
Mathematics growth14-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
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
79

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 497.2 502.1 4.9 498.2 2924Exceeded Target
Lowest Performing 478.1 482.7 4.6 483.2 463Met Target
High needs 495.1 499.6 4.5 496.5 2244Exceeded Target
Econ. Disadvantaged 494.4 499.7 5.3 495.4 1894Exceeded Target
EL and Former EL 494.1 495.3 1.2 495.1 1173Met Target
Students w/ disabilities 478.4 481.4 3.0 480.2 394Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino 496.8 501.5 4.7 497.9 2684Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 13--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 493.9 498.6 4.7 495.5 2924Exceeded Target
Lowest Performing 473.8 478.0 4.2 477.5 463Met Target
High needs 491.2 496.3 5.1 492.7 2244Exceeded Target
Econ. Disadvantaged 490.8 496.0 5.2 491.9 1894Exceeded Target
EL and Former EL 491.2 492.7 1.5 493.1 1173Met Target
Students w/ disabilities 472.7 476.6 3.9 474.5 394Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 7--
Hispanic/Latino 493.6 498.0 4.4 495.0 2684Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 13--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students---- 38--
Lowest Performing-------
High needs---- 22--
Econ. Disadvantaged---- 20--
EL and Former EL---- 7--
Students w/ disabilities-------
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 38--
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 55.6 1773Typical Growth - High
Lowest Performing 51.7 463Typical Growth - High
High needs 54.4 1373Typical Growth - High
Econ. Disadvantaged 56.8 1143Typical Growth - High
EL and Former EL 48.0 662Typical Growth - Low
Students w/ disabilities 40.5 252Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 3--
Hispanic/Latino 56.0 1673Typical Growth - High
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 4--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.3 1773Typical Growth - High
Lowest Performing 50.0 463Typical Growth - High
High needs 50.4 1373Typical Growth - High
Econ. Disadvantaged 51.3 1143Typical Growth - High
EL and Former EL 47.0 662Typical Growth - Low
Students w/ disabilities 51.0 253Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 3--
Hispanic/Latino 50.4 1673Typical Growth - High
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 4--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 70.7 64.9 -5.8 74.7 1850Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 70.7 64.9 -5.8 74.7 1850Declined
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 5.6 3.4 -2.2 4.1 5314Exceeded Target
Lowest Performing 0.0 4.3 4.3 0.0 460Declined
High needs 6.5 4.0 -2.5 4.1 4293Met Target
Econ. Disadvantaged 7.1 4.6 -2.5 3.9 3052Improved Below Target
EL and Former EL 4.6 4.7 0.1 1.1 2571No Change
Students w/ disabilities 16.0 12.7 -3.3 12.4 633Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 19--
Hispanic/Latino 5.5 3.7 -1.8 1.3 4873Met Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 20--

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 302 301100Yes 1 302 302100Yes 1 38 38100Yes 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 233 232 233 233 22 22 488 487100Yes1
Econ. Disadvantaged 198 198 198 198 20 20 416 416100Yes1
EL and Former EL 121 120 121 121 7 7 249 248100Yes1
Students w/ disabilities 43 42 43 43-- 86 8599Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 2 2 2 2-- 4----
Afr. Amer./Black 8 8 8 8-- 16----
Hispanic/Latino 276 275 276 276 38 38 590 589100Yes1
Multi-race, Non-Hisp./Lat. 2 2 2 2-- 4----
Nat. Haw. or Pacif. Isl.-----------
White 14 14 14 14-- 28----


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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