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Palmer River
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2019 Official Accountability Report - Palmer River
Organization Information
DISTRICT NAME
Dighton-Rehoboth (06500000)		TITLE I STATUS
Title I School
SCHOOL
Palmer River (06500010)		GRADES SERVED
PK,K,01,02,03,04
REGION
Coastal		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage72%67%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		69%
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 achievement14-44-
Mathematics achievement14-44-
Science achievement------
Achievement total2867.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6822.57822.5
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 absenteeism14-34-
Advanced coursework completion------
Additional indicators total1410.03410.0
Weighted total2.87.6-7.37.6-
Percentage of possible points 37%-96%-
Criterion-referenced target percentage67%

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 achievement24-44-
Science achievement------
Achievement total6867.56867.5
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 absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total5.57.6-5.57.6-
Percentage of possible points 72%-72%-
Criterion-referenced target percentage72%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage50%24%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		34%
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 achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth34-
Mathematics growth44-
Growth total7822.5
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 total1.87.6-
Percentage of possible points 24%-
2019 Annual criterion-referenced target percentage24%

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 achievement04-
Science achievement---
Achievement total4867.5
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 total3.87.6-
Percentage of possible points 50%-
2018 Annual criterion-referenced target percentage50%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
58

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 503.4 503.4 0.0 504.4 2171No Change
Lowest Performing 482.4 488.7 6.3 486.5 254Exceeded Target
High needs 494.4 492.2 -2.2 495.6 610Declined
Econ. Disadvantaged 497.5 494.2 -3.3 498.5 300Declined
EL and Former EL---- 2--
Students w/ disabilities 486.4 488.5 2.1 487.9 454Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 503.8 504.1 0.3 504.8 1942Improved Below Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 502.4 502.4 0.0 503.7 2161No Change
Lowest Performing 481.0 490.7 9.7 484.7 254Exceeded Target
High needs 490.9 489.3 -1.6 492.2 600Declined
Econ. Disadvantaged 491.6 490.5 -1.1 493.1 300Declined
EL and Former EL---- 2--
Students w/ disabilities 486.7 486.6 -0.1 488.8 441No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black---- 2--
Hispanic/Latino---- 13--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 503.1 503.2 0.1 504.6 1932Improved 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-------
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-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 53.8 1023Typical Growth - High
Lowest Performing 54.8 253Typical Growth - High
High needs 56.2 233Typical Growth - High
Econ. Disadvantaged- 11--
EL and Former EL----
Students w/ disabilities- 17--
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 2--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 54.5 903Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 53.5 1023Typical Growth - High
Lowest Performing 66.8 254Exceeded Typical Growth
High needs 60.8 234Exceeded Typical Growth
Econ. Disadvantaged- 11--
EL and Former EL----
Students w/ disabilities- 17--
Amer. Ind. or Alaska Nat.----
Asian- 2--
Afr. Amer./Black- 2--
Hispanic/Latino- 5--
Multi-race, Non-Hisp./Lat.- 3--
Nat. Haw. or Pacif. Isl.----
White 52.8 903Typical 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 4.0 4.2 0.2 2.7 4521No Change
Lowest Performing 12.0 8.0 -4.0 8.5 253Met Target
High needs 6.7 6.3 -0.4 4.1 1262Improved Below Target
Econ. Disadvantaged 8.6 5.3 -3.3 4.9 573Met Target
EL and Former EL---- 5--
Students w/ disabilities 4.7 6.7 2.0 1.4 750Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 9--
Afr. Amer./Black---- 6--
Hispanic/Latino---- 21--
Multi-race, Non-Hisp./Lat.---- 16--
Nat. Haw. or Pacif. Isl.-------
White 4.0 4.0 0.0 2.6 3991No Change

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 226 226100Yes 1 226 226100Yes 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 64 64 63 63-- 127 127100Yes1
Econ. Disadvantaged 32 32 32 32-- 64 64100Yes1
EL and Former EL 3 3 3 3-- 6----
Students w/ disabilities 45 45 44 44-- 89 89100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 5 5 5 5-- 10----
Afr. Amer./Black 3 3 3 3-- 6----
Hispanic/Latino 13 13 13 13-- 26----
Multi-race, Non-Hisp./Lat. 5 5 5 5-- 10----
Nat. Haw. or Pacif. Isl.-----------
White 200 200 200 200-- 400 400100Yes1


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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