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Balch
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2019 Official Accountability Report - Balch
Organization Information
DISTRICT NAME
Norwood (02200000)		TITLE I STATUS
Title I School
SCHOOL
Balch (02200005)		GRADES SERVED
01,02,03,04,05
REGION
Coastal		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
61% - Substantial progress toward targets38

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage72%54%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		61%
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 achievement34-24-
Mathematics achievement04-44-
Science achievement14----
Achievement total41260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.79.6-5.27.6-
Percentage of possible points 39%-68%-
Criterion-referenced target percentage54%

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 achievement14-34-
Mathematics achievement34-44-
Science achievement44----
Achievement total81260.07867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
Growth total5820.05822.5
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 total4410.0---
Additional indicatorsChronic absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total6.29.6-5.97.6-
Percentage of possible points 65%-78%-
Criterion-referenced target percentage72%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage83%23%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		47%
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 achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
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 absenteeism14-
Advanced coursework completion---
Additional indicators total1410.0
Weighted total2.410.3-
Percentage of possible points 23%-
2019 Annual criterion-referenced target percentage23%

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 achievement44-
Science achievement44-
Achievement total111267.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total8.610.3-
Percentage of possible points 83%-
2018 Annual criterion-referenced target percentage83%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
41

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 497.0 497.7 0.7 498.0 1583Met Target
Lowest Performing 475.9 477.8 1.9 481.0 222Improved Below Target
High needs 491.4 491.5 0.1 492.8 1072Improved Below Target
Econ. Disadvantaged 493.3 491.6 -1.7 494.3 680Declined
EL and Former EL 490.4 488.4 -2.0 491.4 500Declined
Students w/ disabilities 483.9 484.7 0.8 485.7 442Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 17--
Hispanic/Latino 491.3 490.1 -1.2 492.4 500Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 500.9 504.7 3.8 502.2 814Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 497.4 495.5 -1.9 499.0 1570Declined
Lowest Performing 464.5 475.6 11.1 468.2 224Exceeded Target
High needs 489.8 488.8 -1.0 491.3 1070Declined
Econ. Disadvantaged 490.0 488.1 -1.9 491.1 680Declined
EL and Former EL 491.1 487.7 -3.4 493.0 500Declined
Students w/ disabilities 479.6 481.5 1.9 481.4 443Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 17--
Hispanic/Latino 490.5 488.4 -2.1 491.9 500Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 503.3 502.5 -0.8 504.8 800Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 78.8 76.5 -2.3 81.5 511No Change
Lowest Performing-------
High needs 70.7 64.8 -5.9 74.2 320Declined
Econ. Disadvantaged---- 19--
EL and Former EL---- 13--
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 85.9 85.0 -0.9 88.8 301No Change

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.7 1012Typical Growth - Low
Lowest Performing 45.9 222Typical Growth - Low
High needs 42.7 652Typical Growth - Low
Econ. Disadvantaged 43.2 402Typical Growth - Low
EL and Former EL 44.7 292Typical Growth - Low
Students w/ disabilities 40.4 302Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 10--
Hispanic/Latino 50.0 313Typical Growth - High
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 48.9 552Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.1 1003Typical Growth - High
Lowest Performing 58.8 223Typical Growth - High
High needs 48.8 652Typical Growth - Low
Econ. Disadvantaged 45.6 402Typical Growth - Low
EL and Former EL 47.6 292Typical Growth - Low
Students w/ disabilities 56.3 303Typical Growth - High
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 10--
Hispanic/Latino 48.3 312Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 52.0 543Typical Growth - High

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 65.4 66.7 1.3 70.8 843Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 65.4 66.7 1.3 70.8 843Met 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 8.9 9.6 0.7 7.4 3230Declined
Lowest Performing 4.5 18.2 13.7 0.0 220Declined
High needs 11.8 12.3 0.5 9.4 2201No Change
Econ. Disadvantaged 16.8 18.1 1.3 13.6 1270Declined
EL and Former EL 8.3 7.1 -1.2 4.8 1272Improved Below Target
Students w/ disabilities 8.7 15.5 6.8 5.1 710Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 15--
Afr. Amer./Black---- 38--
Hispanic/Latino 8.2 11.4 3.2 4.0 1140Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 2--
White 7.1 9.6 2.5 5.3 1460Declined

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 170 170100Yes 1 169 169100Yes 1 53 53100Yes 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 116 116 116 116 33 33 265 265100Yes1
Econ. Disadvantaged 74 74 74 74 20 20 168 168100Yes1
EL and Former EL 58 58 58 58 14 14 130 130100Yes1
Students w/ disabilities 45 45 45 45 17 17 107 107100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 6 6 6 6 2 2 14----
Afr. Amer./Black 20 20 20 20 4 4 44 44100Yes1
Hispanic/Latino 56 56 56 56 14 14 126 126100Yes1
Multi-race, Non-Hisp./Lat. 5 5 5 5 2 2 12----
Nat. Haw. or Pacif. Isl.-----------
White 83 83 82 82 31 31 196 196100Yes1


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

School and District Profiles