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Renaissance Community Innovation School
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2019 Official Accountability Report - Renaissance Community Innovation School
Organization Information
DISTRICT NAME
New Bedford (02010000)		TITLE I STATUS
Title I School
SCHOOL
Renaissance Community Innovation School (02010124)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage94%2%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		39%
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 achievement04-04-
Mathematics achievement04-04-
Science achievement04----
Achievement total01260.00867.5
GrowthEnglish language arts growth14-14-
Mathematics growth04-04-
Growth total1820.01822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total0.29.6-0.27.6-
Percentage of possible points 2%-3%-
Criterion-referenced target percentage2%

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 total121260.08890.0
GrowthEnglish language arts growth34----
Mathematics growth44----
Growth total7820.0---
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 total2410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total8.89.6-7.27.6-
Percentage of possible points 92%-95%-
Criterion-referenced target percentage94%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage94%2%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		39%
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 achievement04-
Mathematics achievement04-
Science achievement04-
Achievement total01267.5
GrowthEnglish language arts growth14-
Mathematics growth04-
Growth total1822.5
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 total0.210.3-
Percentage of possible points 2%-
2019 Annual criterion-referenced target percentage2%

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 achievement44-
Science achievement44-
Achievement total121267.5
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 total9.710.3-
Percentage of possible points 94%-
2018 Annual criterion-referenced target percentage94%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
35

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 495.7 492.6 -3.1 496.7 920Declined
Lowest Performing 479.9 477.1 -2.8 485.0 200Declined
High needs 495.2 491.7 -3.5 496.6 820Declined
Econ. Disadvantaged 494.2 491.3 -2.9 495.2 780Declined
EL and Former EL 495.0 492.2 -2.8 496.0 540Declined
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 20--
Hispanic/Latino 495.5 491.0 -4.5 496.6 480Declined
Multi-race, Non-Hisp./Lat.---- 5--
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 493.6 485.9 -7.7 495.2 930Declined
Lowest Performing 475.8 471.4 -4.4 479.5 200Declined
High needs 493.8 486.1 -7.7 495.3 830Declined
Econ. Disadvantaged 492.8 486.2 -6.6 493.9 790Declined
EL and Former EL 494.6 486.5 -8.1 496.5 550Declined
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 21--
Hispanic/Latino 493.8 486.2 -7.6 495.2 480Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 19--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 76.0 53.3 -22.7 78.7 230Declined
Lowest Performing-------
High needs 76.1 53.3 -22.8 79.6 230Declined
Econ. Disadvantaged---- 22--
EL and Former EL---- 17--
Students w/ disabilities---- 3--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 6--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 3--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 35.7 571Low Growth
Lowest Performing 35.8 201Low Growth
High needs 36.0 521Low Growth
Econ. Disadvantaged 35.3 491Low Growth
EL and Former EL 37.9 361Low Growth
Students w/ disabilities- 9--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 15--
Hispanic/Latino 31.4 271Low Growth
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White- 12--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 19.6 570Very Low Growth
Lowest Performing 29.4 200Very Low Growth
High needs 20.7 520Very Low Growth
Econ. Disadvantaged 20.8 490Very Low Growth
EL and Former EL 20.7 360Very Low Growth
Students w/ disabilities- 9--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black- 15--
Hispanic/Latino 18.9 270Very Low Growth
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White- 12--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 72.9 69.2 -3.7 75.1 780Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 72.9 69.2 -3.7 75.1 780Declined
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 13.3 15.8 2.5 11.8 1520Declined
Lowest Performing 5.0 10.0 5.0 0.4 200Declined
High needs 13.5 16.4 2.9 11.1 1400Declined
Econ. Disadvantaged 15.0 17.5 2.5 11.8 1200Declined
EL and Former EL 7.7 10.5 2.8 4.2 950Declined
Students w/ disabilities---- 24--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 30--
Hispanic/Latino 15.2 18.5 3.3 11.0 920Declined
Multi-race, Non-Hisp./Lat.---- 7--
Nat. Haw. or Pacif. Isl.-------
White---- 23--

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 98 9799Yes 1 98 98100Yes 1 24 24100Yes 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 88 87 88 88 24 24 200 199100Yes1
Econ. Disadvantaged 83 82 83 83 23 23 189 18899Yes1
EL and Former EL 60 59 60 60 18 18 138 13799Yes1
Students w/ disabilities 14 14 14 14 3 3 31----
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 23 22 23 23 7 7 53 5298Yes1
Hispanic/Latino 51 51 51 51 13 13 115 115100Yes1
Multi-race, Non-Hisp./Lat. 5 5 5 5 1 1 11----
Nat. Haw. or Pacif. Isl.-----------
White 19 19 19 19 3 3 41----


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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