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Athol-Royalston Middle School
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2019 Official Accountability Report - Athol-Royalston Middle School
Organization Information
DISTRICT NAME
Athol-Royalston (06150000)		TITLE I STATUS
Title I School
SCHOOL
Athol-Royalston Middle School (06150305)		GRADES SERVED
05,06,07,08
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
57% - Substantial progress toward targets19

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage48%63%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		57%
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 achievement04-14-
Mathematics achievement34-44-
Science achievement44----
Achievement total71267.55867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-34-
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total6.310.3-4.97.6-
Percentage of possible points 61%-65%-
Criterion-referenced target percentage63%

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 achievement24-14-
Science achievement04----
Achievement total61267.53867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-24-
Growth total6822.55822.5
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 absenteeism24-04-
Advanced coursework completion------
Additional indicators total2410.00410.0
Weighted total5.610.3-3.27.6-
Percentage of possible points 54%-42%-
Criterion-referenced target percentage48%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage59%61%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		60%
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 achievement04-
Mathematics achievement34-
Science achievement44-
Achievement total71267.5
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total6.310.3-
Percentage of possible points 61%-
2019 Annual criterion-referenced target percentage61%

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 achievement24-
Science achievement14-
Achievement total71267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total6.110.3-
Percentage of possible points 59%-
2018 Annual criterion-referenced target percentage59%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
23

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 492.4 489.5 -2.9 494.3 3900Declined
Lowest Performing 464.0 463.9 -0.1 469.1 571No Change
High needs 486.0 484.6 -1.4 487.9 2520Declined
Econ. Disadvantaged 488.0 485.7 -2.3 489.1 2150Declined
EL and Former EL---- 17--
Students w/ disabilities 473.9 474.5 0.6 476.0 962Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 5--
Hispanic/Latino 492.4 489.9 -2.5 493.8 490Declined
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 492.7 489.3 -3.4 494.2 3210Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 489.8 491.5 1.7 491.4 3903Met Target
Lowest Performing 467.8 473.5 5.7 471.5 584Exceeded Target
High needs 484.3 486.1 1.8 486.3 2533Met Target
Econ. Disadvantaged 485.9 486.6 0.7 487.7 2162Improved Below Target
EL and Former EL---- 17--
Students w/ disabilities 475.3 475.5 0.2 477.6 972Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 5--
Hispanic/Latino 485.8 486.8 1.0 487.2 493Met Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 491.1 492.2 1.1 492.9 3212Improved 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 61.0 65.8 4.8 64.1 1834Exceeded Target
Lowest Performing-------
High needs 55.0 62.5 7.5 58.3 1184Exceeded Target
Econ. Disadvantaged 56.8 65.0 8.2 59.9 1034Exceeded Target
EL and Former EL---- 3--
Students w/ disabilities 44.5 45.2 0.7 47.8 422Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 16--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 61.4 66.3 4.9 64.7 1614Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 46.5 3772Typical Growth - Low
Lowest Performing 44.6 572Typical Growth - Low
High needs 45.4 2412Typical Growth - Low
Econ. Disadvantaged 46.7 2052Typical Growth - Low
EL and Former EL- 17--
Students w/ disabilities 45.6 882Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black- 5--
Hispanic/Latino 49.9 472Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 11--
Nat. Haw. or Pacif. Isl.----
White 45.7 3102Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 54.7 3773Typical Growth - High
Lowest Performing 52.9 573Typical Growth - High
High needs 53.3 2433Typical Growth - High
Econ. Disadvantaged 53.9 2083Typical Growth - High
EL and Former EL- 17--
Students w/ disabilities 44.3 892Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 4--
Afr. Amer./Black- 5--
Hispanic/Latino 52.0 483Typical Growth - High
Multi-race, Non-Hisp./Lat.- 11--
Nat. Haw. or Pacif. Isl.----
White 54.8 3093Typical 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 23.1 14.5 -8.6 20.9 4284Exceeded Target
Lowest Performing 24.1 13.8 -10.3 19.2 584Exceeded Target
High needs 30.1 18.3 -11.8 27.6 2844Exceeded Target
Econ. Disadvantaged 30.1 19.7 -10.4 27.4 2234Exceeded Target
EL and Former EL---- 19--
Students w/ disabilities 33.0 19.4 -13.6 28.7 1084Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 5--
Afr. Amer./Black---- 6--
Hispanic/Latino 26.1 9.6 -16.5 22.3 524Exceeded Target
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 22.8 14.2 -8.6 19.9 3524Exceeded 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 410 409100Yes 1 411 409100Yes 1 196 19499Yes 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 268 267 269 268 127 126 664 661100Yes1
Econ. Disadvantaged 230 229 231 230 112 111 573 57099Yes1
EL and Former EL 19 19 19 19 4 4 42----
Students w/ disabilities 103 103 104 104 47 47 254 254100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 5 5 5 5 2 2 12----
Afr. Amer./Black 6 6 6 6-- 12----
Hispanic/Latino 52 52 52 52 18 18 122 122100Yes1
Multi-race, Non-Hisp./Lat. 12 12 12 12 6 6 30----
Nat. Haw. or Pacif. Isl.-----------
White 335 334 336 334 170 168 841 83699Yes1


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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