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Williamstown Elementary
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2019 Official Accountability Report - Williamstown Elementary
Organization Information
DISTRICT NAME
Mount Greylock (07150000)		TITLE I STATUS
Title I School
SCHOOL
Williamstown Elementary (07150010)		GRADES SERVED
PK,K,01,02,03,04,05,06
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 targets76

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage64%41%
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 achievement34-04-
Mathematics achievement34-04-
Science achievement44----
Achievement total101267.50867.5
GrowthEnglish language arts growth34-14-
Mathematics growth14-04-
Growth total4822.51822.5
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 absenteeism44-14-
Advanced coursework completion------
Additional indicators total4410.01410.0
Weighted total8.110.3-0.37.6-
Percentage of possible points 79%-4%-
Criterion-referenced target percentage41%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage12%12%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		12%
Limited or no 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 growth24-
Mathematics growth04-
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 absenteeism44-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total0.97.6-
Percentage of possible points 12%-
2019 Annual criterion-referenced target percentage12%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
49

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 512.4 512.6 0.2 513.4 2373Met Target
Lowest Performing 490.1 486.6 -3.5 494.2 350Declined
High needs 498.6 496.1 -2.5 499.8 700Declined
Econ. Disadvantaged 501.9 498.0 -3.9 502.9 440Declined
EL and Former EL---- 2--
Students w/ disabilities 490.1 488.6 -1.5 491.6 410Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 512.5 512.4 -0.1 513.5 2133Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 513.1 508.9 -4.2 514.4 2373Met Target
Lowest Performing 488.5 478.9 -9.6 492.2 350Declined
High needs 498.4 491.3 -7.1 499.7 700Declined
Econ. Disadvantaged 500.4 493.2 -7.2 501.9 440Declined
EL and Former EL---- 2--
Students w/ disabilities 490.5 484.2 -6.3 492.6 410Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black-------
Hispanic/Latino---- 14--
Multi-race, Non-Hisp./Lat.---- 9--
Nat. Haw. or Pacif. Isl.-------
White 513.1 508.8 -4.3 514.6 2133Met Target

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 84.1 88.2 4.1 86.3 514Exceeded Target
Lowest Performing-------
High needs---- 14--
Econ. Disadvantaged---- 8--
EL and Former EL-------
Students w/ disabilities---- 7--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 7--
Multi-race, Non-Hisp./Lat.---- 1--
Nat. Haw. or Pacif. Isl.-------
White 87.8 87.8 0.0 90.1 433Met Target

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 54.9 1593Typical Growth - High
Lowest Performing 33.6 351Low Growth
High needs 43.8 432Typical Growth - Low
Econ. Disadvantaged 45.3 292Typical Growth - Low
EL and Former EL- 2--
Students w/ disabilities 37.0 221Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black----
Hispanic/Latino- 12--
Multi-race, Non-Hisp./Lat.- 7--
Nat. Haw. or Pacif. Isl.----
White 54.3 1403Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 37.3 1591Low Growth
Lowest Performing 21.1 350Very Low Growth
High needs 26.7 430Very Low Growth
Econ. Disadvantaged 31.1 291Low Growth
EL and Former EL- 2--
Students w/ disabilities 21.9 220Very Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black----
Hispanic/Latino- 12--
Multi-race, Non-Hisp./Lat.- 7--
Nat. Haw. or Pacif. Isl.----
White 36.6 1401Low 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 11.0 5.6 -5.4 9.7 3744Exceeded Target
Lowest Performing 11.4 11.4 0.0 7.9 351No Change
High needs 19.4 13.2 -6.2 16.8 1064Exceeded Target
Econ. Disadvantaged 25.0 14.1 -10.9 21.3 644Exceeded Target
EL and Former EL---- 7--
Students w/ disabilities 14.3 14.3 0.0 11.0 561No Change
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black-------
Hispanic/Latino---- 23--
Multi-race, Non-Hisp./Lat.---- 21--
Nat. Haw. or Pacif. Isl.-------
White 10.6 6.1 -4.5 9.2 3284Exceeded 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 244 24299Yes 1 243 242100Yes 1 53 53100Yes 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 72 71 72 71 14 14 158 15699Yes1
Econ. Disadvantaged 45 45 45 45 8 8 98 98100Yes1
EL and Former EL 2 2 2 2-- 4----
Students w/ disabilities 42 41 42 41 7 7 91 8998Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black-----------
Hispanic/Latino 15 15 15 15 8 8 38----
Multi-race, Non-Hisp./Lat. 9 9 9 9 1 1 19----
Nat. Haw. or Pacif. Isl.-----------
White 219 217 218 217 44 44 481 47899Yes1


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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