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Nessacus Regional Middle School
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2019 Official Accountability Report - Nessacus Regional Middle School
Organization Information
DISTRICT NAME
Central Berkshire (06350000)		TITLE I STATUS
Title I School
SCHOOL
Nessacus Regional Middle School (06350305)		GRADES SERVED
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
50% - Substantial progress toward targets17

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage8%77%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		50%
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 achievement44-44-
Mathematics achievement44-34-
Science achievement24----
Achievement total101267.57867.5
GrowthEnglish language arts growth24-34-
Mathematics growth34-24-
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total7.910.3-5.97.6-
Percentage of possible points 77%-78%-
Criterion-referenced target percentage77%

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 achievement04-04-
Science achievement04----
Achievement total01267.50867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-14-
Growth total3822.52822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total0.710.3-0.77.6-
Percentage of possible points 7%-9%-
Criterion-referenced target percentage8%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage14%61%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		42%
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 achievement44-
Mathematics achievement34-
Science achievement14-
Achievement total81267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
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 achievement04-
Mathematics achievement04-
Science achievement14-
Achievement total11267.5
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 total1.410.3-
Percentage of possible points 14%-
2018 Annual criterion-referenced target percentage14%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
9

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 489.9 494.9 5.0 491.8 3624Exceeded Target
Lowest Performing 468.8 475.9 7.1 473.9 554Exceeded Target
High needs 482.7 485.6 2.9 484.6 1444Exceeded Target
Econ. Disadvantaged 484.5 487.0 2.5 485.6 1184Exceeded Target
EL and Former EL---- 1--
Students w/ disabilities 472.3 474.7 2.4 474.4 543Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 490.0 495.1 5.1 491.5 3344Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 492.3 497.0 4.7 493.9 3624Exceeded Target
Lowest Performing 470.7 474.5 3.8 474.4 553Met Target
High needs 485.3 487.4 2.1 487.3 1443Met Target
Econ. Disadvantaged 487.6 488.4 0.8 489.4 1182Improved Below Target
EL and Former EL---- 1--
Students w/ disabilities 474.4 476.7 2.3 476.7 543Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black---- 3--
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 13--
Nat. Haw. or Pacif. Isl.-------
White 492.9 497.2 4.3 494.7 3344Exceeded Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 63.4 64.7 1.3 66.5 1162Improved Below Target
Lowest Performing-------
High needs 56.6 54.2 -2.4 59.9 481No Change
Econ. Disadvantaged 56.9 56.3 -0.6 60.0 401No Change
EL and Former EL-------
Students w/ disabilities---- 16--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 2--
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White 63.7 65.1 1.4 67.0 1062Improved Below Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.7 3482Typical Growth - Low
Lowest Performing 54.9 553Typical Growth - High
High needs 43.4 1392Typical Growth - Low
Econ. Disadvantaged 42.2 1152Typical Growth - Low
EL and Former EL- 1--
Students w/ disabilities 44.1 512Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 2--
Hispanic/Latino- 10--
Multi-race, Non-Hisp./Lat.- 12--
Nat. Haw. or Pacif. Isl.----
White 45.9 3222Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 50.6 3473Typical Growth - High
Lowest Performing 47.8 552Typical Growth - Low
High needs 44.3 1392Typical Growth - Low
Econ. Disadvantaged 42.8 1152Typical Growth - Low
EL and Former EL- 1--
Students w/ disabilities 42.4 512Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 2--
Hispanic/Latino- 10--
Multi-race, Non-Hisp./Lat.- 12--
Nat. Haw. or Pacif. Isl.----
White 50.3 3213Typical 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 9.3 12.4 3.1 7.1 3880Declined
Lowest Performing 5.5 10.9 5.4 0.6 550Declined
High needs 16.0 20.3 4.3 13.5 1580Declined
Econ. Disadvantaged 17.2 22.5 5.3 14.5 1200Declined
EL and Former EL---- 2--
Students w/ disabilities 13.1 17.9 4.8 8.8 560Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 4--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 15--
Nat. Haw. or Pacif. Isl.-------
White 10.0 11.6 1.6 7.1 3530Declined

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 375 375100Yes 1 375 375100Yes 1 119 11899Yes 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 151 151 151 151 49 49 351 351100Yes1
Econ. Disadvantaged 123 123 123 123 41 41 287 287100Yes1
EL and Former EL 2 2 2 2-- 4----
Students w/ disabilities 56 56 56 56 16 16 128 128100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 2 2 2 2-- 4----
Afr. Amer./Black 3 3 3 3 2 2 8----
Hispanic/Latino 12 12 12 12 3 3 27----
Multi-race, Non-Hisp./Lat. 14 14 14 14 5 5 33----
Nat. Haw. or Pacif. Isl.-----------
White 344 344 344 344 109 108 797 796100Yes1


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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Interpretive Materials Interpretive Materials
Glossary of Accountability Terms Glossary of 2019 Accountability Terms

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