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Hadley Elementary
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2019 Official Accountability Report - Hadley Elementary
Organization Information
DISTRICT NAME
Hadley (01170000)		TITLE I STATUS
Title I School
SCHOOL
Hadley Elementary (01170015)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
64% - Substantial progress toward targets61

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage85%50%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		64%
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 achievement04-04-
Mathematics achievement14-44-
Science achievement44----
Achievement total51267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth44-44-
Growth total6822.56822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.710.3-4.17.6-
Percentage of possible points 46%-54%-
Criterion-referenced target percentage50%

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 achievement34-44-
Science achievement34----
Achievement total101267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 total8.110.3-6.97.6-
Percentage of possible points 79%-91%-
Criterion-referenced target percentage85%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage68%54%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		60%
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 achievement04-
Mathematics achievement44-
Science achievement---
Achievement total4867.5
GrowthEnglish language arts growth24-
Mathematics growth44-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total4.17.6-
Percentage of possible points 54%-
2019 Annual criterion-referenced target percentage54%

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 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 total5.27.6-
Percentage of possible points 68%-
2018 Annual criterion-referenced target percentage68%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
23

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 505.6 500.0 -5.6 506.6 1550Declined
Lowest Performing 483.5 477.7 -5.8 487.6 270Declined
High needs 490.5 484.2 -6.3 491.7 530Declined
Econ. Disadvantaged 492.9 486.1 -6.8 493.9 300Declined
EL and Former EL---- 14--
Students w/ disabilities 484.1 477.8 -6.3 485.6 280Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 3--
White 506.5 503.6 -2.9 507.5 1180Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 500.7 500.5 -0.2 502.0 1561No Change
Lowest Performing 471.3 478.1 6.8 475.0 274Exceeded Target
High needs 484.2 487.6 3.4 485.5 534Exceeded Target
Econ. Disadvantaged 486.0 489.0 3.0 487.5 304Exceeded Target
EL and Former EL---- 14--
Students w/ disabilities 479.2 482.0 2.8 481.3 284Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 6--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.---- 3--
White 501.5 502.6 1.1 503.0 1193Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 80.9 86.5 5.6 83.1 484Exceeded Target
Lowest Performing-------
High needs---- 17--
Econ. Disadvantaged---- 9--
EL and Former EL---- 6--
Students w/ disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White 82.0 89.6 7.6 84.3 364Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.4 1152Typical Growth - Low
Lowest Performing 40.6 272Typical Growth - Low
High needs 41.9 362Typical Growth - Low
Econ. Disadvantaged- 19--
EL and Former EL- 9--
Students w/ disabilities 39.7 201Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 5--
Hispanic/Latino- 10--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.- 2--
White 46.1 902Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 65.8 1144Exceeded Typical Growth
Lowest Performing 61.4 274Exceeded Typical Growth
High needs 67.0 354Exceeded Typical Growth
Econ. Disadvantaged- 19--
EL and Former EL- 9--
Students w/ disabilities- 19--
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 5--
Hispanic/Latino- 10--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.- 2--
White 63.4 894Exceeded Typical Growth

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 6.9 8.1 1.2 5.6 2230Declined
Lowest Performing 7.4 11.1 3.7 3.9 270Declined
High needs 13.6 15.7 2.1 11.0 830Declined
Econ. Disadvantaged 17.1 18.8 1.7 13.4 480Declined
EL and Former EL---- 25--
Students w/ disabilities 15.0 10.5 -4.5 11.7 384Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 9--
Afr. Amer./Black---- 11--
Hispanic/Latino---- 25--
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.---- 4--
White 5.0 6.0 1.0 3.6 1660Declined

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 161 15999Yes 1 161 16099Yes 1 49 49100Yes 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 57 56 57 56 18 18 132 13098Yes1
Econ. Disadvantaged 33 32 33 32 9 9 75 7397Yes1
EL and Former EL 15 15 15 15 6 6 36----
Students w/ disabilities 30 29 30 29 9 9 69 6797Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 6 6 6 6 2 2 14----
Afr. Amer./Black 7 7 7 7 1 1 15----
Hispanic/Latino 18 17 18 17 6 6 42----
Multi-race, Non-Hisp./Lat. 5 5 5 5 2 2 12----
Nat. Haw. or Pacif. Isl. 3 3 3 3 1 1 7----
White 122 121 122 122 37 37 281 280100Yes1


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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