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Briggs Elementary
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2019 Official Accountability Report - Briggs Elementary
Organization Information
DISTRICT NAME
Ashburnham-Westminster (06100000)		TITLE I STATUS
Title I School
SCHOOL
Briggs Elementary (06100025)		GRADES SERVED
PK,K,01,02,03,04,05
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage32%57%
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 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 achievement44-24-
Mathematics achievement24-24-
Science achievement34----
Achievement total91267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3822.53822.5
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 absenteeism34-04-
Advanced coursework completion------
Additional indicators total3410.00410.0
Weighted total7.110.3-3.47.6-
Percentage of possible points 69%-45%-
Criterion-referenced target percentage57%

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 achievement44-24-
Mathematics achievement04-04-
Science achievement04----
Achievement total41267.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-14-
Growth total3822.53822.5
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 total3.810.3-2.07.6-
Percentage of possible points 37%-26%-
Criterion-referenced target percentage32%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage56%54%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		55%
Substantial 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 achievement44-
Mathematics achievement04-
Science achievement34-
Achievement total71267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total5.610.3-
Percentage of possible points 54%-
2019 Annual criterion-referenced target percentage54%

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 achievement34-
Science achievement04-
Achievement total71267.5
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 total5.810.3-
Percentage of possible points 56%-
2018 Annual criterion-referenced target percentage56%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
51

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 500.9 503.6 2.7 501.9 2444Exceeded Target
Lowest Performing 486.9 488.9 2.0 492.0 422Improved Below Target
High needs 494.0 498.0 4.0 495.4 1004Exceeded Target
Econ. Disadvantaged 496.4 498.9 2.5 497.4 524Exceeded Target
EL and Former EL---- 10--
Students w/ disabilities 490.2 494.1 3.9 492.0 654Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 500.9 503.4 2.5 502.2 2164Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 498.5 498.7 0.2 500.1 2452Improved Below Target
Lowest Performing 483.8 484.0 0.2 487.5 422Improved Below Target
High needs 492.6 490.7 -1.9 494.1 1000Declined
Econ. Disadvantaged 495.2 489.4 -5.8 496.3 520Declined
EL and Former EL---- 10--
Students w/ disabilities 488.6 488.0 -0.6 490.4 650Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 1--
Hispanic/Latino---- 19--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 498.0 499.0 1.0 499.5 2173Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 74.4 75.9 1.5 77.1 883Met Target
Lowest Performing-------
High needs 63.6 68.3 4.7 67.1 303Met Target
Econ. Disadvantaged---- 17--
EL and Former EL---- 2--
Students w/ disabilities---- 19--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 75.3 75.6 0.3 78.2 782Improved Below Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.5 1742Typical Growth - Low
Lowest Performing 47.4 422Typical Growth - Low
High needs 46.8 752Typical Growth - Low
Econ. Disadvantaged 46.8 412Typical Growth - Low
EL and Former EL- 8--
Students w/ disabilities 42.9 442Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 1--
Hispanic/Latino- 15--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 45.7 1502Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 33.7 1741Low Growth
Lowest Performing 39.0 421Low Growth
High needs 32.0 751Low Growth
Econ. Disadvantaged 28.7 410Very Low Growth
EL and Former EL- 8--
Students w/ disabilities 35.3 441Low Growth
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 1--
Hispanic/Latino- 15--
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.----
White 34.2 1501Low Growth

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 5.0 4.0 -1.0 3.5 4033Met Target
Lowest Performing 2.4 4.8 2.4 0.0 420Declined
High needs 7.8 6.0 -1.8 5.4 1502Improved Below Target
Econ. Disadvantaged 7.9 11.0 3.1 4.7 730Declined
EL and Former EL---- 18--
Students w/ disabilities 6.9 4.7 -2.2 3.3 862Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 25--
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 5.3 3.9 -1.4 3.5 3583Met 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 250 24899Yes 1 250 249100Yes 1 88 88100Yes 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 103 103 103 103 30 30 236 236100Yes1
Econ. Disadvantaged 55 55 55 55 17 17 127 127100Yes1
EL and Former EL 11 11 11 11 2 2 24----
Students w/ disabilities 65 65 65 65 19 19 149 149100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 2 2 2 2-- 4----
Afr. Amer./Black 2 2 2 2-- 4----
Hispanic/Latino 19 19 19 19 6 6 44----
Multi-race, Non-Hisp./Lat. 6 6 6 6 4 4 16----
Nat. Haw. or Pacif. Isl.-----------
White 221 219 221 220 78 78 520 51799Yes1


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.


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Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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