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Grace Farrar Cole
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2019 Official Accountability Report - Grace Farrar Cole
Organization Information
DISTRICT NAME
Norwell (02190000)		TITLE I STATUS
Non-Title I School
SCHOOL
Grace Farrar Cole (02190005)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
School of Recognition: High Achievement - Exceeding Targets
Progress toward improvement targetsAccountability percentile
93% - Meeting or exceeding targets93

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage93%94%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		93%
Meeting or exceeding 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 achievement44-44-
Mathematics achievement44-44-
Science achievement44----
Achievement total121267.58867.5
GrowthEnglish language arts growth44-34-
Mathematics growth34-34-
Growth total7822.56822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total10.110.3-6.87.6-
Percentage of possible points 98%-90%-
Criterion-referenced target percentage94%

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 achievement34----
Achievement total111267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6822.57822.5
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 absenteeism34-44-
Advanced coursework completion------
Additional indicators total3410.04410.0
Weighted total9.110.3-7.47.6-
Percentage of possible points 88%-97%-
Criterion-referenced target percentage93%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage86%97%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		93%
Meeting or exceeding 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 achievement44-
Mathematics achievement44-
Science achievement---
Achievement total8867.5
GrowthEnglish language arts growth44-
Mathematics growth34-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total7.47.6-
Percentage of possible points 97%-
2019 Annual criterion-referenced target percentage97%

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 achievement---
Achievement total8867.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total6.57.6-
Percentage of possible points 86%-
2018 Annual criterion-referenced target percentage86%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
73

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 508.4 514.4 6.0 509.4 2264Exceeded Target
Lowest Performing 487.9 493.2 5.3 492.0 334Exceeded Target
High needs 492.3 502.3 10.0 493.3 464Exceeded Target
Econ. Disadvantaged---- 17--
EL and Former EL---- 1--
Students w/ disabilities 483.6 496.1 12.5 484.6 314Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 508.2 513.9 5.7 509.2 2154Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 505.6 510.9 5.3 506.6 2254Exceeded Target
Lowest Performing 487.1 491.2 4.1 490.3 334Exceeded Target
High needs 491.1 494.1 3.0 492.4 474Exceeded Target
Econ. Disadvantaged---- 18--
EL and Former EL---- 2--
Students w/ disabilities 485.3 489.5 4.2 487.1 314Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 1--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 505.4 511.0 5.6 506.4 2134Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 88.7 91.8 3.1 90.9 734Exceeded Target
Lowest Performing-------
High needs---- 19--
Econ. Disadvantaged---- 11--
EL and Former EL---- 1--
Students w/ disabilities---- 10--
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 89.1 92.0 2.9 91.0 694Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 65.0 1404Exceeded Typical Growth
Lowest Performing 59.1 333Typical Growth - High
High needs 67.0 354Exceeded Typical Growth
Econ. Disadvantaged- 15--
EL and Former EL- 1--
Students w/ disabilities 66.9 224Exceeded Typical Growth
Amer. Ind. or Alaska Nat.- 1--
Asian- 1--
Afr. Amer./Black- 1--
Hispanic/Latino- 1--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 64.4 1324Exceeded Typical Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 58.5 1383Typical Growth - High
Lowest Performing 59.1 333Typical Growth - High
High needs 51.1 353Typical Growth - High
Econ. Disadvantaged- 15--
EL and Former EL- 1--
Students w/ disabilities 51.0 223Typical Growth - High
Amer. Ind. or Alaska Nat.- 1--
Asian- 1--
Afr. Amer./Black- 1--
Hispanic/Latino- 1--
Multi-race, Non-Hisp./Lat.- 4--
Nat. Haw. or Pacif. Isl.----
White 59.1 1303Typical Growth - High

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 3.1 2.6 -0.5 2.0 3834Exceeded Target
Lowest Performing 0.0 6.1 6.1 0.0 330Declined
High needs 7.7 4.5 -3.2 5.6 894Exceeded Target
Econ. Disadvantaged---- 30--
EL and Former EL---- 4--
Students w/ disabilities 5.7 3.1 -2.6 3.2 653Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 4--
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 2.7 2.5 -0.2 1.5 3564Exceeded Target

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 230 229100Yes 1 228 228100Yes 1 73 73100Yes 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 48 47 48 48 19 19 115 11499Yes1
Econ. Disadvantaged 19 18 19 19 11 11 49----
EL and Former EL 2 1 2 2 1 1 5----
Students w/ disabilities 31 31 31 31 10 10 72 72100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1 1 1 3----
Asian 1 1 1 1-- 2----
Afr. Amer./Black 3 2 3 3 1 1 7----
Hispanic/Latino 1 1 1 1-- 2----
Multi-race, Non-Hisp./Lat. 7 7 7 7 2 2 16----
Nat. Haw. or Pacif. Isl.-----------
White 217 217 215 215 69 69 501 501100Yes1


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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