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Gerard A. Guilmette
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2019 Official Accountability Report - Gerard A. Guilmette
Organization Information
DISTRICT NAME
Lawrence (01490000)		TITLE I STATUS
Title I School
SCHOOL
Gerard A. Guilmette (01490022)		GRADES SERVED
01,02,03,04
REGION
Strategic Transformation		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools
Progress toward improvement targetsAccountability percentile
36% - Moderate progress toward targets5

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage26%43%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		36%
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 achievement04-24-
Mathematics achievement04-44-
Science achievement------
Achievement total0860.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 total3410.0---
Additional indicatorsChronic absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total1.57.2-5.07.6-
Percentage of possible points 21%-66%-
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 achievement04-14-
Science achievement------
Achievement total0860.03867.5
GrowthEnglish language arts growth24-14-
Mathematics growth14-24-
Growth total3820.03822.5
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 total1410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total0.77.2-3.17.6-
Percentage of possible points 10%-41%-
Criterion-referenced target percentage26%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage9%17%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		14%
Limited or no 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 achievement04-
Science achievement---
Achievement total0867.5
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 total1.37.6-
Percentage of possible points 17%-
2019 Annual criterion-referenced target percentage17%

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 achievement---
Achievement total0867.5
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 total0.77.6-
Percentage of possible points 9%-
2018 Annual criterion-referenced target percentage9%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
7

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 488.9 487.4 -1.5 490.8 2350Declined
Lowest Performing 465.2 469.0 3.8 470.3 252Improved Below Target
High needs 488.4 485.9 -2.5 490.3 2090Declined
Econ. Disadvantaged 488.8 486.0 -2.8 489.9 1910Declined
EL and Former EL 484.8 481.0 -3.8 486.5 960Declined
Students w/ disabilities 475.2 473.9 -1.3 477.3 690Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 5--
Hispanic/Latino 488.7 487.0 -1.7 490.1 2170Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 10--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 486.6 483.7 -2.9 488.2 2370Declined
Lowest Performing 456.0 462.2 6.2 459.7 264Exceeded Target
High needs 486.3 482.4 -3.9 488.3 2110Declined
Econ. Disadvantaged 486.1 482.2 -3.9 487.9 1930Declined
EL and Former EL 484.6 478.6 -6.0 486.5 970Declined
Students w/ disabilities 472.4 472.2 -0.2 474.7 701No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 5--
Hispanic/Latino 486.6 483.2 -3.4 488.0 2190Declined
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 10--

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 42.6 1122Typical Growth - Low
Lowest Performing 41.7 242Typical Growth - Low
High needs 43.3 1022Typical Growth - Low
Econ. Disadvantaged 42.5 972Typical Growth - Low
EL and Former EL 41.7 402Typical Growth - Low
Students w/ disabilities 32.9 311Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino 42.2 1022Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 7--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 43.0 1142Typical Growth - Low
Lowest Performing 41.5 252Typical Growth - Low
High needs 43.4 1042Typical Growth - Low
Econ. Disadvantaged 42.9 992Typical Growth - Low
EL and Former EL 40.7 412Typical Growth - Low
Students w/ disabilities 33.3 311Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 3--
Hispanic/Latino 42.8 1042Typical Growth - Low
Multi-race, Non-Hisp./Lat.----
Nat. Haw. or Pacif. Isl.----
White- 7--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 48.0 54.0 6.0 52.0 1503Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 48.0 54.0 6.0 52.0 1503Met Target
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 21.6 18.4 -3.2 19.4 5344Exceeded Target
Lowest Performing 19.2 23.1 3.9 14.3 260Declined
High needs 23.0 19.2 -3.8 20.5 4794Exceeded Target
Econ. Disadvantaged 22.5 21.3 -1.2 19.8 3942Improved Below Target
EL and Former EL 22.6 19.6 -3.0 19.3 2303Met Target
Students w/ disabilities 30.5 27.5 -3.0 26.2 1202Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 15--
Hispanic/Latino 22.1 18.7 -3.4 18.3 4933Met Target
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 20--

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 268 26499Yes 1 267 26599Yes 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 240 236 239 237-- 479 47399Yes1
Econ. Disadvantaged 220 216 219 217-- 439 43399Yes1
EL and Former EL 118 115 117 116-- 235 23198Yes1
Students w/ disabilities 71 69 71 71-- 142 14099Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 2 2 2 2-- 4----
Afr. Amer./Black 8 8 7 7-- 15----
Hispanic/Latino 247 243 247 245-- 494 48899Yes1
Multi-race, Non-Hisp./Lat. 1 1 1 1-- 2----
Nat. Haw. or Pacif. Isl.-----------
White 10 10 10 10-- 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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