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Hawlemont Regional
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2019 Official Accountability Report - Hawlemont Regional
Organization Information
DISTRICT NAME
Hawlemont (06850000)		TITLE I STATUS
Title I School
SCHOOL
Hawlemont Regional (06850005)		GRADES SERVED
PK,K,01,02,03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage11%29%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		22%
Limited or no 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 achievement04-04-
Mathematics achievement24-24-
Science achievement------
Achievement total2867.52867.5
GrowthEnglish language arts growth24-24-
Mathematics growth14-24-
Growth total3822.54822.5
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 absenteeism04-14-
Advanced coursework completion------
Additional indicators total0410.01410.0
Weighted total2.07.6-2.47.6-
Percentage of possible points 26%-32%-
Criterion-referenced target percentage29%

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----
Mathematics achievement04----
Science achievement------
Achievement total0867.5---
GrowthEnglish language arts growth14----
Mathematics growth14----
Growth total2822.5---
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----
Advanced coursework completion------
Additional indicators total3410.0---
Weighted total0.87.6----
Percentage of possible points 11%---
Criterion-referenced target percentage11%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage24%33%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		29%
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 achievement34-
Science achievement---
Achievement total3867.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total2.57.6-
Percentage of possible points 33%-
2019 Annual criterion-referenced target percentage33%

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 achievement24-
Mathematics achievement04-
Science achievement---
Achievement total2867.5
GrowthEnglish language arts growth14-
Mathematics growth14-
Growth total2822.5
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 total1.87.6-
Percentage of possible points 24%-
2018 Annual criterion-referenced target percentage24%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
14

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 495.6 491.5 -4.1 497.5 580Declined
Lowest Performing 481.6 480.9 -0.7 486.7 200Declined
High needs 492.9 485.7 -7.2 494.8 350Declined
Econ. Disadvantaged 495.1 488.6 -6.5 496.2 270Declined
EL and Former EL-------
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 495.4 491.5 -3.9 496.9 530Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 491.9 492.2 0.3 493.5 582Improved Below Target
Lowest Performing 480.5 482.2 1.7 484.2 202Improved Below Target
High needs 485.8 488.1 2.3 487.8 353Met Target
Econ. Disadvantaged 487.7 491.0 3.3 489.5 274Exceeded Target
EL and Former EL-------
Students w/ disabilities---- 17--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 3--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 492.8 491.9 -0.9 494.6 530Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students---- 6--
Lowest Performing-------
High needs---- 3--
Econ. Disadvantaged---- 2--
EL and Former EL-------
Students w/ disabilities---- 2--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino-------
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White---- 5--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 40.3 402Typical Growth - Low
Lowest Performing 41.2 202Typical Growth - Low
High needs 32.5 241Low Growth
Econ. Disadvantaged- 17--
EL and Former EL----
Students w/ disabilities- 12--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black----
Hispanic/Latino- 1--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 42.7 372Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 38.5 411Low Growth
Lowest Performing 46.0 202Typical Growth - Low
High needs 38.2 251Low Growth
Econ. Disadvantaged- 18--
EL and Former EL----
Students w/ disabilities- 12--
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black----
Hispanic/Latino- 1--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 37.6 381Low Growth

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 6.0 10.9 4.9 3.8 1100Declined
Lowest Performing 5.0 5.0 0.0 0.1 201No Change
High needs 8.0 16.4 8.4 5.5 730Declined
Econ. Disadvantaged 6.9 15.1 8.2 4.2 530Declined
EL and Former EL-------
Students w/ disabilities---- 34--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 1--
Hispanic/Latino---- 11--
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White 5.0 9.8 4.8 2.1 920Declined

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 63 6095Yes 1 63 6095Yes 1 7----

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 39 37 39 37 4 4 82 7895Yes1
Econ. Disadvantaged 31 29 31 29 3 3 65 6194No1
EL and Former EL-----------
Students w/ disabilities 18 18 18 18 2 2 38----
Amer. Ind. or Alaska Nat.-----------
Asian-----------
Afr. Amer./Black 1 0 1 0-- 2----
Hispanic/Latino 4 3 4 3-- 8----
Multi-race, Non-Hisp./Lat. 3 2 3 2 1 1 7----
Nat. Haw. or Pacif. Isl.-----------
White 55 55 55 55 6 6 116 116100Yes1


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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