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South Street Early Learning Center
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2019 Official Accountability Report - South Street Elementary
Organization Information
DISTRICT NAME
Fitchburg (00970000)		TITLE I STATUS
Title I School
SCHOOL
South Street Elementary (00970060)		GRADES SERVED
PK,K,01,02,03,04
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
77% - Meeting or exceeding targets30

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage53%93%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		77%
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 achievement------
Achievement total8860.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
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 total0410.0---
Additional indicatorsChronic absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total6.67.2-7.27.6-
Percentage of possible points 92%-95%-
Criterion-referenced target percentage93%

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 achievement34-44-
Mathematics achievement04-24-
Science achievement------
Achievement total3860.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-14-
Growth total4820.03822.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total2.87.2-5.17.6-
Percentage of possible points 39%-67%-
Criterion-referenced target percentage53%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage36%97%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		73%
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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth34-
Mathematics growth44-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total7.47.6-
Percentage of possible points 97%-
2019 Annual criterion-referenced target percentage97%

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 achievement34-
Mathematics achievement04-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth24-
Mathematics growth14-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.77.6-
Percentage of possible points 36%-
2018 Annual criterion-referenced target percentage36%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
51

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 495.3 500.1 4.8 497.2 2354Exceeded Target
Lowest Performing 470.2 478.0 7.8 475.3 264Exceeded Target
High needs 492.2 497.7 5.5 494.1 1844Exceeded Target
Econ. Disadvantaged 492.9 499.2 6.3 494.0 1644Exceeded Target
EL and Former EL 488.0 493.3 5.3 489.7 584Exceeded Target
Students w/ disabilities 483.9 480.4 -3.5 486.0 530Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 14--
Afr. Amer./Black---- 16--
Hispanic/Latino 491.8 495.0 3.2 493.2 1254Exceeded Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 500.7 508.3 7.6 502.2 614Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 489.0 495.0 6.0 490.6 2354Exceeded Target
Lowest Performing 464.2 478.3 14.1 467.9 264Exceeded Target
High needs 485.9 492.4 6.5 487.9 1844Exceeded Target
Econ. Disadvantaged 485.9 492.6 6.7 487.7 1644Exceeded Target
EL and Former EL 481.9 492.6 10.7 483.8 584Exceeded Target
Students w/ disabilities 477.7 476.4 -1.3 480.0 530Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 14--
Afr. Amer./Black---- 16--
Hispanic/Latino 484.4 492.0 7.6 485.8 1254Exceeded Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 497.2 500.1 2.9 499.0 614Exceeded 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 53.5 1113Typical Growth - High
Lowest Performing 56.3 263Typical Growth - High
High needs 51.0 833Typical Growth - High
Econ. Disadvantaged 54.0 683Typical Growth - High
EL and Former EL 45.1 342Typical Growth - Low
Students w/ disabilities 44.7 222Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 6--
Afr. Amer./Black- 6--
Hispanic/Latino 51.1 633Typical Growth - High
Multi-race, Non-Hisp./Lat.- 9--
Nat. Haw. or Pacif. Isl.----
White 60.6 274Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 65.5 1124Exceeded Typical Growth
Lowest Performing 63.5 264Exceeded Typical Growth
High needs 63.6 844Exceeded Typical Growth
Econ. Disadvantaged 63.1 694Exceeded Typical Growth
EL and Former EL 71.7 354Exceeded Typical Growth
Students w/ disabilities 44.6 222Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 7--
Afr. Amer./Black- 6--
Hispanic/Latino 66.1 634Exceeded Typical Growth
Multi-race, Non-Hisp./Lat.- 9--
Nat. Haw. or Pacif. Isl.----
White 61.8 274Exceeded Typical Growth

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 64.9 50.6 -14.3 68.9 870Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 64.9 50.6 -14.3 68.9 870Declined
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 19.7 12.3 -7.4 17.5 4964Exceeded Target
Lowest Performing 23.1 19.2 -3.9 18.2 262Improved Below Target
High needs 23.0 14.7 -8.3 20.5 4094Exceeded Target
Econ. Disadvantaged 24.2 15.2 -9.0 21.5 3304Exceeded Target
EL and Former EL 26.0 15.7 -10.3 22.7 1344Exceeded Target
Students w/ disabilities 25.0 19.3 -5.7 20.7 1144Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 26--
Afr. Amer./Black---- 36--
Hispanic/Latino 25.2 16.8 -8.4 21.4 2744Exceeded Target
Multi-race, Non-Hisp./Lat.---- 33--
Nat. Haw. or Pacif. Isl.-------
White 16.2 7.1 -9.1 13.3 1264Exceeded 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 243 243100Yes 1 243 243100Yes 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 192 192 192 192-- 384 384100Yes1
Econ. Disadvantaged 170 170 170 170-- 340 340100Yes1
EL and Former EL 61 61 61 61-- 122 122100Yes1
Students w/ disabilities 55 55 55 55-- 110 110100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 15 15 15 15-- 30----
Afr. Amer./Black 16 16 16 16-- 32----
Hispanic/Latino 130 130 130 130-- 260 260100Yes1
Multi-race, Non-Hisp./Lat. 18 18 18 18-- 36----
Nat. Haw. or Pacif. Isl.-----------
White 63 63 63 63-- 126 126100Yes1


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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