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Great Falls Middle
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2019 Official Accountability Report - Great Falls Middle
Organization Information
DISTRICT NAME
Gill-Montague (06740000)		TITLE I STATUS
Non-Title I School
SCHOOL
Great Falls Middle (06740310)		GRADES SERVED
06,07,08
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage33%35%
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 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 achievement04-24-
Mathematics achievement04-34-
Science achievement04----
Achievement total01267.55867.5
GrowthEnglish language arts growth14-24-
Mathematics growth34-34-
Growth total4822.55822.5
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 total1.110.3-4.57.6-
Percentage of possible points 11%-59%-
Criterion-referenced target percentage35%

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 achievement04-44-
Science achievement04----
Achievement total01267.54867.5
GrowthEnglish language arts growth24-24-
Mathematics growth34-44-
Growth total5822.56822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total1.110.3-4.17.6-
Percentage of possible points 11%-54%-
Criterion-referenced target percentage33%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage31%24%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		27%
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 achievement24-
Science achievement04-
Achievement total21267.5
GrowthEnglish language arts growth14-
Mathematics growth34-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total2.510.3-
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 achievement04-
Mathematics achievement24-
Science achievement14-
Achievement total31267.5
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 total3.210.3-
Percentage of possible points 31%-
2018 Annual criterion-referenced target percentage31%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
15

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 489.8 488.4 -1.4 491.7 2330Declined
Lowest Performing 464.0 467.3 3.3 469.1 362Improved Below Target
High needs 484.5 483.9 -0.6 486.4 1470Declined
Econ. Disadvantaged 488.8 486.1 -2.7 489.9 1200Declined
EL and Former EL---- 16--
Students w/ disabilities 469.3 471.6 2.3 471.4 563Met Target
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 5--
Hispanic/Latino 487.6 482.7 -4.9 489.0 250Declined
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.-------
White 489.7 489.4 -0.3 491.2 1801No Change

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 488.7 488.0 -0.7 490.3 2330Declined
Lowest Performing 467.4 471.1 3.7 471.1 373Met Target
High needs 484.4 484.5 0.1 486.4 1482Improved Below Target
Econ. Disadvantaged 486.0 485.9 -0.1 487.8 1211No Change
EL and Former EL---- 16--
Students w/ disabilities 473.4 474.7 1.3 475.7 572Improved Below Target
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 5--
Hispanic/Latino 484.4 482.8 -1.6 485.8 250Declined
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.-------
White 489.4 489.2 -0.2 491.2 1801No Change

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 69.6 55.9 -13.7 72.7 850Declined
Lowest Performing-------
High needs 63.0 53.8 -9.2 66.3 600Declined
Econ. Disadvantaged 68.2 54.7 -13.5 71.3 480Declined
EL and Former EL---- 5--
Students w/ disabilities 50.0 39.6 -10.4 53.3 240Declined
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 4--
Hispanic/Latino---- 9--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 69.2 57.2 -12.0 72.5 660Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 39.9 2251Low Growth
Lowest Performing 42.1 362Typical Growth - Low
High needs 37.8 1391Low Growth
Econ. Disadvantaged 38.7 1131Low Growth
EL and Former EL- 15--
Students w/ disabilities 37.4 511Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian----
Afr. Amer./Black- 5--
Hispanic/Latino 39.4 241Low Growth
Multi-race, Non-Hisp./Lat.- 22--
Nat. Haw. or Pacif. Isl.----
White 41.0 1732Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 54.5 2283Typical Growth - High
Lowest Performing 56.0 373Typical Growth - High
High needs 52.1 1433Typical Growth - High
Econ. Disadvantaged 51.9 1173Typical Growth - High
EL and Former EL- 16--
Students w/ disabilities 51.3 533Typical Growth - High
Amer. Ind. or Alaska Nat.- 1--
Asian----
Afr. Amer./Black- 5--
Hispanic/Latino 57.6 253Typical Growth - High
Multi-race, Non-Hisp./Lat.- 22--
Nat. Haw. or Pacif. Isl.----
White 55.2 1753Typical 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 17.7 16.3 -1.4 15.5 2452Improved Below Target
Lowest Performing 24.3 27.0 2.7 19.4 370Declined
High needs 24.1 23.6 -0.5 21.6 1572Improved Below Target
Econ. Disadvantaged 26.4 25.9 -0.5 23.7 1162Improved Below Target
EL and Former EL---- 18--
Students w/ disabilities 23.9 28.1 4.2 19.6 570Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian-------
Afr. Amer./Black---- 5--
Hispanic/Latino 20.8 22.2 1.4 17.0 270Declined
Multi-race, Non-Hisp./Lat.---- 22--
Nat. Haw. or Pacif. Isl.-------
White 17.7 16.3 -1.4 14.8 1902Improved 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 240 239100Yes 1 240 239100Yes 1 85 85100Yes 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 154 153 155 154 60 60 369 36799Yes1
Econ. Disadvantaged 126 126 127 127 48 48 301 301100Yes1
EL and Former EL 18 18 18 18 5 5 41----
Students w/ disabilities 59 58 60 59 24 24 143 14199Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian-----------
Afr. Amer./Black 5 5 5 5 4 4 14----
Hispanic/Latino 27 27 27 27 9 9 63 63100Yes1
Multi-race, Non-Hisp./Lat. 22 22 22 22 6 6 50 50100Yes1
Nat. Haw. or Pacif. Isl.-----------
White 185 184 185 184 66 66 436 434100Yes1


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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