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2019 Official Accountability Report - Parmenter
Organization Information
DISTRICT NAME
Franklin (01010000)		TITLE I STATUS
Title I School
SCHOOL
Parmenter (01010032)		GRADES SERVED
K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting or exceeding targets
Progress toward improvement targetsAccountability percentile
75% - Meeting or exceeding targets82

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage95%62%
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 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 achievement34-34-
Science achievement14----
Achievement total71267.55867.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total6.210.3-4.97.6-
Percentage of possible points 60%-65%-
Criterion-referenced target percentage62%

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 achievement44-44-
Science achievement44----
Achievement total121267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-44-
Growth total7822.57822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total10.010.3-7.07.6-
Percentage of possible points 97%-92%-
Criterion-referenced target percentage95%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage74%71%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		72%
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 achievement24-
Science achievement---
Achievement total6867.5
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 total5.47.6-
Percentage of possible points 71%-
2019 Annual criterion-referenced target percentage71%

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 achievement24-
Science achievement---
Achievement total6867.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.67.6-
Percentage of possible points 74%-
2018 Annual criterion-referenced target percentage74%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
83

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 510.5 510.1 -0.4 511.5 1683Met Target
Lowest Performing 490.6 492.7 2.1 494.7 272Improved Below Target
High needs 497.3 500.8 3.5 498.3 644Exceeded Target
Econ. Disadvantaged 500.0 501.7 1.7 501.0 414Exceeded Target
EL and Former EL---- 12--
Students w/ disabilities 488.9 492.5 3.6 489.9 324Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.---- 2--
White 510.7 509.7 -1.0 511.7 1380Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 511.3 508.7 -2.6 512.3 1683Met Target
Lowest Performing 488.5 491.9 3.4 491.7 273Met Target
High needs 498.0 498.2 0.2 499.3 642Improved Below Target
Econ. Disadvantaged 498.0 497.6 -0.4 499.5 411No Change
EL and Former EL---- 12--
Students w/ disabilities 490.5 490.7 0.2 492.3 322Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 8--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.---- 2--
White 511.1 508.4 -2.7 512.1 1383Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 86.8 85.1 -1.7 89.0 521No Change
Lowest Performing-------
High needs---- 23--
Econ. Disadvantaged---- 17--
EL and Former EL---- 2--
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White 87.8 87.8 0.0 89.7 473Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 48.1 1122Typical Growth - Low
Lowest Performing 49.4 272Typical Growth - Low
High needs 47.8 412Typical Growth - Low
Econ. Disadvantaged 50.4 273Typical Growth - High
EL and Former EL- 4--
Students w/ disabilities- 19--
Amer. Ind. or Alaska Nat.- 1--
Asian- 4--
Afr. Amer./Black- 1--
Hispanic/Latino- 6--
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.- 1--
White 46.9 992Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 51.6 1123Typical Growth - High
Lowest Performing 53.7 273Typical Growth - High
High needs 45.6 412Typical Growth - Low
Econ. Disadvantaged 44.9 272Typical Growth - Low
EL and Former EL- 4--
Students w/ disabilities- 19--
Amer. Ind. or Alaska Nat.- 1--
Asian- 4--
Afr. Amer./Black- 1--
Hispanic/Latino- 6--
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.- 1--
White 50.8 993Typical 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 4.8 3.4 -1.4 3.7 2933Met Target
Lowest Performing 0.0 0.0 0.0 0.0 274Exceeded Target
High needs 13.6 5.6 -8.0 11.5 1244Exceeded Target
Econ. Disadvantaged 13.2 8.1 -5.1 8.9 744Exceeded Target
EL and Former EL---- 23--
Students w/ disabilities 21.7 3.3 -18.4 19.2 604Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 18--
Afr. Amer./Black---- 19--
Hispanic/Latino---- 20--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.---- 4--
White 4.6 1.3 -3.3 3.4 2274Exceeded 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 173 173100Yes 1 173 173100Yes 1 52 52100Yes 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 23 23 161 161100Yes1
Econ. Disadvantaged 46 46 46 46 17 17 109 109100Yes1
EL and Former EL 15 15 15 15 2 2 32----
Students w/ disabilities 32 32 32 32 11 11 75 75100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1 1 1 3----
Asian 10 10 10 10-- 20----
Afr. Amer./Black 6 6 6 6 1 1 13----
Hispanic/Latino 13 13 13 13 3 3 29----
Multi-race, Non-Hisp./Lat. 1 1 1 1-- 2----
Nat. Haw. or Pacif. Isl. 2 2 2 2-- 4----
White 140 140 140 140 47 47 327 327100Yes1


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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