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Wareham Elementary School
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2019 Official Accountability Report - Minot Forest
Organization Information
DISTRICT NAME
Wareham (03100000)		TITLE I STATUS
Title I School
SCHOOL
Minot Forest (03100017)		GRADES SERVED
03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage92%51%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		68%
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 achievement34-14-
Mathematics achievement04-44-
Science achievement------
Achievement total3867.55867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4822.55822.5
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 absenteeism44-04-
Advanced coursework completion------
Additional indicators total4410.00410.0
Weighted total3.37.6-4.57.6-
Percentage of possible points 43%-59%-
Criterion-referenced target percentage51%

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 achievement------
Achievement total8867.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth44-34-
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total7.27.6-6.87.6-
Percentage of possible points 95%-89%-
Criterion-referenced target percentage92%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage92%12%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		44%
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 achievement---
Achievement total0867.5
GrowthEnglish language arts growth14-
Mathematics growth24-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total0.97.6-
Percentage of possible points 12%-
2019 Annual criterion-referenced target percentage12%

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 growth44-
Growth total6822.5
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 total7.07.6-
Percentage of possible points 92%-
2018 Annual criterion-referenced target percentage92%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
25

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 493.6 494.5 0.9 494.6 3413Met Target
Lowest Performing 476.6 476.3 -0.3 481.7 431No Change
High needs 490.7 490.0 -0.7 492.1 2140Declined
Econ. Disadvantaged 492.0 491.2 -0.8 493.0 1880Declined
EL and Former EL---- 8--
Students w/ disabilities 481.1 483.7 2.6 482.9 884Exceeded Target
Amer. Ind. or Alaska Nat.---- 5--
Asian---- 2--
Afr. Amer./Black 491.1 488.6 -2.5 492.6 330Declined
Hispanic/Latino 494.6 495.0 0.4 495.7 362Improved Below Target
Multi-race, Non-Hisp./Lat. 489.1 492.1 3.0 490.4 394Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 494.6 495.4 0.8 495.9 2253Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 491.9 491.3 -0.6 493.5 3410Declined
Lowest Performing 466.3 473.7 7.4 470.0 434Exceeded Target
High needs 488.3 487.0 -1.3 489.8 2140Declined
Econ. Disadvantaged 489.6 487.5 -2.1 490.7 1880Declined
EL and Former EL---- 8--
Students w/ disabilities 477.9 479.6 1.7 479.7 883Met Target
Amer. Ind. or Alaska Nat.---- 5--
Asian---- 2--
Afr. Amer./Black 488.0 488.5 0.5 490.3 332Improved Below Target
Hispanic/Latino 488.9 486.0 -2.9 490.3 360Declined
Multi-race, Non-Hisp./Lat. 489.2 487.0 -2.2 490.5 390Declined
Nat. Haw. or Pacif. Isl.---- 1--
White 493.2 493.0 -0.2 494.7 2251No Change

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 40.4 1702Typical Growth - Low
Lowest Performing 41.6 432Typical Growth - Low
High needs 37.6 971Low Growth
Econ. Disadvantaged 36.8 861Low Growth
EL and Former EL- 3--
Students w/ disabilities 38.3 331Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian- 1--
Afr. Amer./Black 35.9 201Low Growth
Hispanic/Latino- 17--
Multi-race, Non-Hisp./Lat.- 19--
Nat. Haw. or Pacif. Isl.- 1--
White 40.9 1112Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.6 1702Typical Growth - Low
Lowest Performing 53.3 433Typical Growth - High
High needs 48.2 972Typical Growth - Low
Econ. Disadvantaged 47.6 862Typical Growth - Low
EL and Former EL- 3--
Students w/ disabilities 46.4 332Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian- 1--
Afr. Amer./Black 51.9 203Typical Growth - High
Hispanic/Latino- 17--
Multi-race, Non-Hisp./Lat.- 19--
Nat. Haw. or Pacif. Isl.- 1--
White 47.7 1112Typical Growth - Low

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 14.3 12.1 -2.2 12.8 3644Exceeded Target
Lowest Performing 9.3 11.6 2.3 4.7 430Declined
High needs 18.1 17.0 -1.1 15.7 2352Improved Below Target
Econ. Disadvantaged 19.9 19.0 -0.9 16.7 1842Improved Below Target
EL and Former EL---- 8--
Students w/ disabilities 23.5 21.5 -2.0 19.9 932Improved Below Target
Amer. Ind. or Alaska Nat.---- 8--
Asian---- 2--
Afr. Amer./Black 10.0 12.1 2.1 6.4 330Declined
Hispanic/Latino 18.5 13.2 -5.3 14.3 384Exceeded Target
Multi-race, Non-Hisp./Lat. 18.6 14.3 -4.3 17.1 424Exceeded Target
Nat. Haw. or Pacif. Isl.---- 1--
White 13.8 11.3 -2.5 12.0 2404Exceeded 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 350 350100Yes 1 350 350100Yes 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 222 222 222 222-- 444 444100Yes1
Econ. Disadvantaged 196 196 196 196-- 392 392100Yes1
EL and Former EL 8 8 8 8-- 16----
Students w/ disabilities 90 90 90 90-- 180 180100Yes1
Amer. Ind. or Alaska Nat. 6 6 6 6-- 12----
Asian 2 2 2 2-- 4----
Afr. Amer./Black 33 33 33 33-- 66 66100Yes1
Hispanic/Latino 37 37 37 37-- 74 74100Yes1
Multi-race, Non-Hisp./Lat. 40 40 40 40-- 80 80100Yes1
Nat. Haw. or Pacif. Isl. 1 1 1 1-- 2----
White 231 231 231 231-- 462 462100Yes1


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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