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Hoosac Valley Middle School
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2019 Official Accountability Report - Hoosac Valley Middle School
Organization Information
DISTRICT NAME
Adams-Cheshire (06030000)		TITLE I STATUS
Title I School
SCHOOL
Hoosac Valley Middle School (06030315)		GRADES SERVED
04,05,06,07
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
44% - Moderate progress toward targets16

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage52%39%
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 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 achievement34-34-
Science achievement24----
Achievement total51267.53867.5
GrowthEnglish language arts growth14-24-
Mathematics growth24-24-
Growth total3822.54822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total4.110.3-2.97.6-
Percentage of possible points 40%-38%-
Criterion-referenced target percentage39%

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----
Mathematics achievement04----
Science achievement34----
Achievement total61267.5---
GrowthEnglish language arts growth34----
Mathematics growth14----
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 absenteeism44----
Advanced coursework completion------
Additional indicators total4410.0---
Weighted total5.410.3----
Percentage of possible points 52%---
Criterion-referenced target percentage52%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage37%26%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		31%
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 achievement24-
Science achievement14-
Achievement total31267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total2.710.3-
Percentage of possible points 26%-
2019 Annual criterion-referenced target percentage26%

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 achievement24-
Mathematics achievement04-
Science achievement24-
Achievement total41267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total3.810.3-
Percentage of possible points 37%-
2018 Annual criterion-referenced target percentage37%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
21

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 495.4 490.6 -4.8 497.3 3900Declined
Lowest Performing 473.1 472.1 -1.0 478.2 640Declined
High needs 489.9 485.2 -4.7 491.8 2500Declined
Econ. Disadvantaged 491.0 486.2 -4.8 492.1 2210Declined
EL and Former EL---- 2--
Students w/ disabilities 478.1 474.8 -3.3 480.2 1060Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 17--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 496.0 491.2 -4.8 497.5 3480Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 485.6 486.7 1.1 487.2 3903Met Target
Lowest Performing 466.0 469.7 3.7 469.7 643Met Target
High needs 480.4 481.7 1.3 482.4 2502Improved Below Target
Econ. Disadvantaged 481.4 482.4 1.0 483.2 2212Improved Below Target
EL and Former EL---- 2--
Students w/ disabilities 470.4 471.5 1.1 472.7 1062Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 17--
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 486.6 487.4 0.8 488.4 3482Improved Below Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 72.4 72.6 0.2 75.5 1062Improved Below Target
Lowest Performing-------
High needs 68.4 67.9 -0.5 71.7 701No Change
Econ. Disadvantaged 70.4 69.4 -1.0 73.5 621No Change
EL and Former EL---- 1--
Students w/ disabilities 53.3 56.1 2.8 56.6 333Met Target
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 3--
Hispanic/Latino---- 5--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 73.6 72.7 -0.9 76.9 961No Change

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 39.8 3751Low Growth
Lowest Performing 40.0 642Typical Growth - Low
High needs 37.2 2381Low Growth
Econ. Disadvantaged 36.0 2111Low Growth
EL and Former EL- 2--
Students w/ disabilities 38.7 971Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian- 1--
Afr. Amer./Black- 15--
Hispanic/Latino- 14--
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.- 1--
White 40.1 3352Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 43.6 3752Typical Growth - Low
Lowest Performing 45.6 642Typical Growth - Low
High needs 41.8 2382Typical Growth - Low
Econ. Disadvantaged 40.9 2112Typical Growth - Low
EL and Former EL- 2--
Students w/ disabilities 41.8 972Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian- 1--
Afr. Amer./Black- 15--
Hispanic/Latino- 14--
Multi-race, Non-Hisp./Lat.- 8--
Nat. Haw. or Pacif. Isl.- 1--
White 43.6 3352Typical 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 7.4 12.8 5.4 5.2 4220Declined
Lowest Performing 9.4 17.2 7.8 4.5 640Declined
High needs 9.7 17.7 8.0 7.2 2770Declined
Econ. Disadvantaged 10.4 17.7 7.3 7.7 2320Declined
EL and Former EL---- 2--
Students w/ disabilities 10.6 20.2 9.6 6.3 1140Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 17--
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.---- 1--
White 6.2 11.2 5.0 3.3 3760Declined

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 411 411100Yes 1 411 411100Yes 1 109 109100Yes 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 269 269 269 269 73 73 611 611100Yes1
Econ. Disadvantaged 239 239 239 239 65 65 543 543100Yes1
EL and Former EL 2 2 2 2 1 1 5----
Students w/ disabilities 113 113 113 113 34 34 260 260100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 1 1 1 1-- 2----
Afr. Amer./Black 17 17 17 17 3 3 37----
Hispanic/Latino 15 15 15 15 5 5 35----
Multi-race, Non-Hisp./Lat. 9 9 9 9 2 2 20----
Nat. Haw. or Pacif. Isl. 1 1 1 1-- 2----
White 367 367 367 367 99 99 833 833100Yes1


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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