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Kelly Elementary
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2019 Official Accountability Report - Kelly Elementary
Organization Information
DISTRICT NAME
Holyoke (01370000)		TITLE I STATUS
Title I School
SCHOOL
Kelly Elementary (01370040)		GRADES SERVED
PK,K,01,02,03,04,06,07,08
REGION
Strategic Transformation		FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage56%76%
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 achievement24-44-
Mathematics achievement44-44-
Science achievement24----
Achievement total81260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-14-
Growth total5820.04822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total6.29.6-6.77.6-
Percentage of possible points 65%-88%-
Criterion-referenced target percentage76%

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 achievement24-34-
Mathematics achievement04-34-
Science achievement44----
Achievement total61260.06867.5
GrowthEnglish language arts growth24-14-
Mathematics growth14-14-
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total4.79.6-4.77.6-
Percentage of possible points 49%-62%-
Criterion-referenced target percentage56%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage56%67%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		63%
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 achievement24-
Mathematics achievement44-
Science achievement24-
Achievement total81267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.910.3-
Percentage of possible points 67%-
2019 Annual criterion-referenced target percentage67%

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 achievement44-
Achievement total71267.5
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 total5.810.3-
Percentage of possible points 56%-
2018 Annual criterion-referenced target percentage56%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
4

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 473.1 474.2 1.1 475.0 2292Improved Below Target
Lowest Performing 456.5 464.2 7.7 461.6 324Exceeded Target
High needs 472.9 473.9 1.0 474.8 2222Improved Below Target
Econ. Disadvantaged 472.7 473.7 1.0 473.8 2113Met Target
EL and Former EL 469.6 471.1 1.5 471.3 1183Met Target
Students w/ disabilities 461.5 464.0 2.5 463.6 603Met Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 473.1 473.8 0.7 474.5 2152Improved Below Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 9--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 467.5 470.3 2.8 469.1 2284Exceeded Target
Lowest Performing 450.8 456.6 5.8 454.5 324Exceeded Target
High needs 467.4 470.2 2.8 469.4 2214Exceeded Target
Econ. Disadvantaged 467.3 470.3 3.0 469.1 2104Exceeded Target
EL and Former EL 463.3 468.7 5.4 465.2 1174Exceeded Target
Students w/ disabilities 455.3 461.1 5.8 457.6 594Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino 467.4 470.0 2.6 468.8 2144Exceeded Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 9--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 38.6 39.6 1.0 41.7 362Improved Below Target
Lowest Performing-------
High needs 38.8 39.6 0.8 42.1 362Improved Below Target
Econ. Disadvantaged 39.0 37.5 -1.5 42.1 341No Change
EL and Former EL 34.3 37.5 3.2 37.4 283Met Target
Students w/ disabilities---- 11--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino 38.6 39.7 1.1 41.6 342Improved Below Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 2--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 51.1 1443Typical Growth - High
Lowest Performing 54.1 313Typical Growth - High
High needs 50.7 1393Typical Growth - High
Econ. Disadvantaged 50.8 1323Typical Growth - High
EL and Former EL 54.1 763Typical Growth - High
Students w/ disabilities 51.0 303Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino 52.1 1323Typical Growth - High
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 8--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 43.5 1452Typical Growth - Low
Lowest Performing 38.8 321Low Growth
High needs 43.4 1402Typical Growth - Low
Econ. Disadvantaged 44.2 1322Typical Growth - Low
EL and Former EL 47.4 772Typical Growth - Low
Students w/ disabilities 46.9 292Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino 44.6 1332Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 1--
Nat. Haw. or Pacif. Isl.----
White- 8--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 25.0 21.1 -3.9 30.2 900Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 25.0 21.1 -3.9 30.2 900Declined
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 25.5 17.9 -7.6 23.3 3754Exceeded Target
Lowest Performing 37.5 12.5 -25.0 32.6 324Exceeded Target
High needs 25.9 17.0 -8.9 23.4 3584Exceeded Target
Econ. Disadvantaged 26.0 17.9 -8.1 23.3 3304Exceeded Target
EL and Former EL 25.5 19.0 -6.5 22.2 1584Exceeded Target
Students w/ disabilities 32.4 19.0 -13.4 28.1 844Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 7--
Hispanic/Latino 24.5 18.0 -6.5 20.7 3504Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 15--

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 246 246100Yes 1 249 248100Yes 1 40 40100Yes 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 238 238 240 239 40 40 518 517100Yes1
Econ. Disadvantaged 227 227 229 228 38 38 494 493100Yes1
EL and Former EL 125 125 126 125 29 29 280 279100Yes1
Students w/ disabilities 64 64 65 64 12 12 141 14099Yes1
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 4 4 4 4-- 8----
Hispanic/Latino 230 230 233 232 37 37 500 499100Yes1
Multi-race, Non-Hisp./Lat. 3 3 3 3 1 1 7----
Nat. Haw. or Pacif. Isl.-----------
White 9 9 9 9 2 2 20----


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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