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William R. Peck School
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2019 Official Accountability Report - William R. Peck School
Organization Information
DISTRICT NAME
Holyoke (01370000)		TITLE I STATUS
Title I School
SCHOOL
William R. Peck School (01370030)		GRADES SERVED
04,05,06,07,08
REGION
Strategic Transformation		FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage46%43%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		44%
Moderate 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 achievement04-44-
Mathematics achievement04-34-
Science achievement14----
Achievement total11260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-04-
Growth total3820.02822.5
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 total1410.0---
Additional indicatorsChronic absenteeism24-24-
Advanced coursework completion------
Additional indicators total2410.02410.0
Weighted total1.59.6-5.47.6-
Percentage of possible points 16%-71%-
Criterion-referenced target percentage43%

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 achievement04-24-
Mathematics achievement04-44-
Science achievement44----
Achievement total41260.06867.5
GrowthEnglish language arts growth14-14-
Mathematics growth14-14-
Growth total2820.02822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total2.89.6-4.77.6-
Percentage of possible points 29%-62%-
Criterion-referenced target percentage46%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage31%30%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		30%
Moderate 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 achievement14-
Mathematics achievement04-
Science achievement24-
Achievement total31267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.110.3-
Percentage of possible points 30%-
2019 Annual criterion-referenced target percentage30%

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 achievement04-
Mathematics achievement04-
Science achievement44-
Achievement total41267.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total3.210.3-
Percentage of possible points 31%-
2018 Annual criterion-referenced target percentage31%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
1

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 471.7 470.9 -0.8 473.6 2330Declined
Lowest Performing 448.2 454.4 6.2 453.3 304Exceeded Target
High needs 470.5 470.5 0.0 472.4 2241No Change
Econ. Disadvantaged 470.6 470.7 0.1 471.7 2202Improved Below Target
EL and Former EL 467.2 468.3 1.1 468.9 1152Improved Below Target
Students w/ disabilities 461.6 462.7 1.1 463.7 902Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 6--
Hispanic/Latino 471.1 469.9 -1.2 472.5 2070Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 19--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 469.4 466.0 -3.4 471.0 2340Declined
Lowest Performing 450.5 454.0 3.5 454.2 293Met Target
High needs 468.6 465.5 -3.1 470.6 2250Declined
Econ. Disadvantaged 468.5 465.7 -2.8 470.3 2210Declined
EL and Former EL 466.6 465.5 -1.1 468.5 1160Declined
Students w/ disabilities 462.0 458.0 -4.0 464.3 890Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 6--
Hispanic/Latino 469.2 465.0 -4.2 470.6 2090Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 18--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 38.1 37.0 -1.1 41.2 1041No Change
Lowest Performing-------
High needs 36.1 36.3 0.2 39.4 1022Improved Below Target
Econ. Disadvantaged 36.4 37.0 0.6 39.5 1002Improved Below Target
EL and Former EL 29.9 31.1 1.2 33.0 572Improved Below Target
Students w/ disabilities 26.8 28.3 1.5 30.1 452Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino 37.7 34.0 -3.7 40.7 940Declined
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 9--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 40.8 2052Typical Growth - Low
Lowest Performing 42.7 302Typical Growth - Low
High needs 41.5 1972Typical Growth - Low
Econ. Disadvantaged 41.7 1932Typical Growth - Low
EL and Former EL 40.9 942Typical Growth - Low
Students w/ disabilities 36.9 731Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 4--
Hispanic/Latino 40.9 1812Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 19--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 33.2 2051Low Growth
Lowest Performing 28.4 290Very Low Growth
High needs 32.7 1971Low Growth
Econ. Disadvantaged 33.0 1931Low Growth
EL and Former EL 32.7 941Low Growth
Students w/ disabilities 25.2 710Very Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 1--
Afr. Amer./Black- 4--
Hispanic/Latino 32.1 1821Low Growth
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 18--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 13.5 12.9 -0.6 18.7 1011No Change
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 13.5 12.9 -0.6 18.7 1011No Change
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 35.7 34.3 -1.4 33.5 3032Improved Below Target
Lowest Performing 32.3 29.0 -3.3 27.4 312Improved Below Target
High needs 38.1 35.0 -3.1 35.6 2944Exceeded Target
Econ. Disadvantaged 37.1 35.8 -1.3 34.4 2682Improved Below Target
EL and Former EL 38.4 34.9 -3.5 35.1 1463Met Target
Students w/ disabilities 40.7 37.5 -3.2 36.4 1202Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 9--
Hispanic/Latino 34.6 33.3 -1.3 30.8 2672Improved Below Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 26--

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 283 27497Yes 1 282 27698Yes 1 120 11697Yes 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 274 265 273 267 118 114 665 64697Yes1
Econ. Disadvantaged 268 259 267 261 116 112 651 63297Yes1
EL and Former EL 138 134 138 135 61 60 337 32998Yes1
Students w/ disabilities 116 110 115 109 53 50 284 26995Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black 7 7 7 7 2 2 16----
Hispanic/Latino 253 244 252 247 107 103 612 59497Yes1
Multi-race, Non-Hisp./Lat.-----------
Nat. Haw. or Pacif. Isl.-----------
White 22 22 22 21 11 11 55 5498Yes1


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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