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Sutton Elementary
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2019 Official Accountability Report - Sutton Elementary
Organization Information
DISTRICT NAME
Sutton (02900000)		TITLE I STATUS
Non-Title I School
SCHOOL
Sutton Elementary (02900005)		GRADES SERVED
03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage66%76%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		72%
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 achievement24-24-
Mathematics achievement44-44-
Science achievement44----
Achievement total101267.56867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-34-
Growth total6822.56822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total8.110.3-5.57.6-
Percentage of possible points 79%-72%-
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 achievement34-44-
Mathematics achievement24-34-
Science achievement14----
Achievement total61267.57867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-24-
Growth total5822.55822.5
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 absenteeism04-34-
Advanced coursework completion------
Additional indicators total0410.03410.0
Weighted total5.210.3-6.27.6-
Percentage of possible points 50%-82%-
Criterion-referenced target percentage66%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage54%35%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		43%
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 achievement44-
Science achievement04-
Achievement total41267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total3.610.3-
Percentage of possible points 35%-
2019 Annual criterion-referenced target percentage35%

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 achievement14-
Science achievement24-
Achievement total71267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total5.610.3-
Percentage of possible points 54%-
2018 Annual criterion-referenced target percentage54%

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 502.8 503.2 0.4 503.8 3082Improved Below Target
Lowest Performing 485.0 487.4 2.4 489.1 502Improved Below Target
High needs 491.1 490.3 -0.8 492.3 950Declined
Econ. Disadvantaged 497.6 493.4 -4.2 498.6 380Declined
EL and Former EL---- 8--
Students w/ disabilities 486.9 486.5 -0.4 488.4 711No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 503.0 503.3 0.3 504.0 2762Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 498.0 500.4 2.4 499.3 3084Exceeded Target
Lowest Performing 476.9 483.4 6.5 480.6 504Exceeded Target
High needs 484.3 486.2 1.9 485.6 954Exceeded Target
Econ. Disadvantaged 490.7 490.5 -0.2 492.2 381No Change
EL and Former EL---- 8--
Students w/ disabilities 479.6 481.9 2.3 481.7 713Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 498.0 500.2 2.2 499.5 2764Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 81.0 84.5 3.5 83.2 1034Exceeded Target
Lowest Performing-------
High needs 67.1 64.5 -2.6 69.9 310Declined
Econ. Disadvantaged---- 14--
EL and Former EL---- 2--
Students w/ disabilities 65.3 60.4 -4.9 68.7 240Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black-------
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 82.2 84.4 2.2 84.5 903Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.5 2043Typical Growth - High
Lowest Performing 51.3 493Typical Growth - High
High needs 44.1 592Typical Growth - Low
Econ. Disadvantaged 40.1 232Typical Growth - Low
EL and Former EL- 4--
Students w/ disabilities 44.3 462Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 2--
Hispanic/Latino- 4--
Multi-race, Non-Hisp./Lat.- 13--
Nat. Haw. or Pacif. Isl.----
White 50.7 1803Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 53.4 2043Typical Growth - High
Lowest Performing 54.2 493Typical Growth - High
High needs 47.1 592Typical Growth - Low
Econ. Disadvantaged 46.2 232Typical Growth - Low
EL and Former EL- 4--
Students w/ disabilities 47.1 462Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 5--
Afr. Amer./Black- 2--
Hispanic/Latino- 4--
Multi-race, Non-Hisp./Lat.- 13--
Nat. Haw. or Pacif. Isl.----
White 53.2 1803Typical 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 4.8 5.6 0.8 3.5 3210Declined
Lowest Performing 4.0 4.0 0.0 0.5 501No Change
High needs 5.8 7.9 2.1 3.2 1010Declined
Econ. Disadvantaged 3.0 18.2 15.2 0.0 330Declined
EL and Former EL---- 10--
Students w/ disabilities 3.9 1.4 -2.5 0.6 744Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 7--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White 4.0 4.2 0.2 2.6 2871No Change

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 318 31699Yes 1 318 31699Yes 1 106 106100Yes 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 101 99 101 99 33 33 235 23198Yes1
Econ. Disadvantaged 41 41 41 41 15 15 97 97100Yes1
EL and Former EL 9 9 9 9 3 3 21----
Students w/ disabilities 75 73 75 73 25 25 175 17198Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 7 7 7 7 2 2 16----
Afr. Amer./Black 3 3 3 3 1 1 7----
Hispanic/Latino 6 6 6 6 3 3 15----
Multi-race, Non-Hisp./Lat. 18 18 18 18 9 9 45----
Nat. Haw. or Pacif. Isl.-----------
White 283 281 283 281 91 91 657 65399Yes1


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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