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Ayer Shirley Regional Middle School
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2019 Official Accountability Report - Ayer Shirley Regional Middle School
Organization Information
DISTRICT NAME
Ayer Shirley School District (06160000)		TITLE I STATUS
Title I School
SCHOOL
Ayer Shirley Regional Middle School (06160305)		GRADES SERVED
06,07,08
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage15%80%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		54%
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 achievement44-34-
Mathematics achievement44-24-
Science achievement44----
Achievement total121267.55867.5
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 absenteeism44-24-
Advanced coursework completion------
Additional indicators total4410.02410.0
Weighted total9.910.3-4.97.6-
Percentage of possible points 96%-65%-
Criterion-referenced target percentage80%

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 achievement04-04-
Mathematics achievement14-04-
Science achievement04----
Achievement total11267.50867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-24-
Growth total5822.54822.5
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 total1.810.3-0.97.6-
Percentage of possible points 17%-12%-
Criterion-referenced target percentage15%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage44%96%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		75%
Meeting or exceeding 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 achievement44-
Science achievement44-
Achievement total121267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total9.910.3-
Percentage of possible points 96%-
2019 Annual criterion-referenced target percentage96%

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 achievement04-
Mathematics achievement44-
Science achievement14-
Achievement total51267.5
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total4.510.3-
Percentage of possible points 44%-
2018 Annual criterion-referenced target percentage44%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
34

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 494.7 498.6 3.9 496.6 4014Exceeded Target
Lowest Performing 470.5 475.6 5.1 475.6 573Met Target
High needs 485.2 489.8 4.6 487.1 1714Exceeded Target
Econ. Disadvantaged 489.1 494.6 5.5 490.2 1084Exceeded Target
EL and Former EL---- 22--
Students w/ disabilities 475.3 478.7 3.4 477.4 844Exceeded Target
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 9--
Afr. Amer./Black---- 14--
Hispanic/Latino 489.9 491.9 2.0 491.3 454Exceeded Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 3--
White 496.0 499.6 3.6 497.5 3164Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 495.9 498.5 2.6 497.5 4024Exceeded Target
Lowest Performing 475.1 477.3 2.2 478.8 572Improved Below Target
High needs 486.4 489.4 3.0 488.4 1724Exceeded Target
Econ. Disadvantaged 488.4 493.3 4.9 490.2 1094Exceeded Target
EL and Former EL---- 22--
Students w/ disabilities 477.3 479.6 2.3 479.6 843Met Target
Amer. Ind. or Alaska Nat.---- 3--
Asian---- 9--
Afr. Amer./Black---- 14--
Hispanic/Latino 491.8 493.4 1.6 493.2 453Met Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.---- 3--
White 496.9 499.2 2.3 498.7 3173Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 71.3 76.7 5.4 74.4 1334Exceeded Target
Lowest Performing-------
High needs 54.2 66.2 12.0 57.5 514Exceeded Target
Econ. Disadvantaged 56.7 69.4 12.7 59.8 364Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities 45.0 59.8 14.8 48.3 234Exceeded Target
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 7--
Hispanic/Latino---- 15--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.---- 1--
White 75.9 80.6 4.7 79.2 1074Exceeded Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.6 3913Typical Growth - High
Lowest Performing 53.5 573Typical Growth - High
High needs 50.8 1673Typical Growth - High
Econ. Disadvantaged 52.0 1073Typical Growth - High
EL and Former EL- 21--
Students w/ disabilities 50.0 813Typical Growth - High
Amer. Ind. or Alaska Nat.- 3--
Asian- 9--
Afr. Amer./Black- 13--
Hispanic/Latino 46.0 442Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 10--
Nat. Haw. or Pacif. Isl.- 3--
White 51.3 3093Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 53.6 3893Typical Growth - High
Lowest Performing 51.5 563Typical Growth - High
High needs 53.6 1653Typical Growth - High
Econ. Disadvantaged 54.3 1053Typical Growth - High
EL and Former EL- 21--
Students w/ disabilities 52.2 803Typical Growth - High
Amer. Ind. or Alaska Nat.- 2--
Asian- 9--
Afr. Amer./Black- 13--
Hispanic/Latino 55.4 443Typical Growth - High
Multi-race, Non-Hisp./Lat.- 9--
Nat. Haw. or Pacif. Isl.- 3--
White 52.8 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 13.5 9.6 -3.9 11.3 4254Exceeded Target
Lowest Performing 17.5 14.0 -3.5 12.6 572Improved Below Target
High needs 22.8 16.1 -6.7 20.3 1864Exceeded Target
Econ. Disadvantaged 25.0 16.8 -8.2 22.3 1074Exceeded Target
EL and Former EL---- 28--
Students w/ disabilities 24.6 19.5 -5.1 20.3 874Exceeded Target
Amer. Ind. or Alaska Nat.---- 5--
Asian---- 9--
Afr. Amer./Black---- 16--
Hispanic/Latino 2.7 5.8 3.1 0.0 520Declined
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.---- 3--
White 11.3 9.5 -1.8 8.4 3282Improved Below 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 411 411100Yes 1 411 411100Yes 1 136 136100Yes 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 178 178 178 178 53 53 409 409100Yes1
Econ. Disadvantaged 112 112 113 113 37 37 262 262100Yes1
EL and Former EL 25 25 25 25 8 8 58 58100Yes1
Students w/ disabilities 88 88 87 87 24 24 199 199100Yes1
Amer. Ind. or Alaska Nat. 4 4 4 4 2 2 10----
Asian 9 9 9 9-- 18----
Afr. Amer./Black 14 14 14 14 7 7 35----
Hispanic/Latino 48 48 48 48 15 15 111 111100Yes1
Multi-race, Non-Hisp./Lat. 11 11 11 11 2 2 24----
Nat. Haw. or Pacif. Isl. 3 3 3 3 1 1 7----
White 322 322 322 322 109 109 753 753100Yes1


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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