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Mary Rowlandson Elementary
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2019 Official Accountability Report - Mary Rowlandson Elementary
Organization Information
DISTRICT NAME
Nashoba (07250000)		TITLE I STATUS
Title I School
SCHOOL
Mary Rowlandson Elementary (07250010)		GRADES SERVED
PK,K,01,02,03,04,05
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
60% - Substantial progress toward targets76

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage88%42%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		60%
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 achievement44-24-
Mathematics achievement04-04-
Science achievement14----
Achievement total51267.52867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-14-
Growth total5822.54822.5
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total4.910.3-2.77.6-
Percentage of possible points 48%-36%-
Criterion-referenced target percentage42%

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 achievement44-44-
Mathematics achievement34-44-
Science achievement34----
Achievement total101267.58867.5
GrowthEnglish language arts growth34-34-
Mathematics growth24-34-
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 absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total8.310.3-7.27.6-
Percentage of possible points 81%-95%-
Criterion-referenced target percentage88%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage70%64%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		66%
Substantial 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 achievement04-
Science achievement44-
Achievement total81267.5
GrowthEnglish language arts growth34-
Mathematics growth14-
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 absenteeism34-
Advanced coursework completion---
Additional indicators total3410.0
Weighted total6.610.3-
Percentage of possible points 64%-
2019 Annual criterion-referenced target percentage64%

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 achievement44-
Science achievement14-
Achievement total91267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 total7.210.3-
Percentage of possible points 70%-
2018 Annual criterion-referenced target percentage70%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
85

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 507.7 510.4 2.7 508.7 2284Exceeded Target
Lowest Performing 490.2 491.3 1.1 494.3 372Improved Below Target
High needs 498.5 500.2 1.7 499.5 984Exceeded Target
Econ. Disadvantaged 504.7 509.9 5.2 505.7 484Exceeded Target
EL and Former EL---- 12--
Students w/ disabilities 493.6 491.4 -2.2 494.6 540Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 5--
Hispanic/Latino 500.0 506.2 6.2 501.1 204Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 508.8 510.5 1.7 509.8 1984Exceeded Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 504.3 501.6 -2.7 505.3 2280Declined
Lowest Performing 485.5 484.6 -0.9 488.7 370Declined
High needs 497.2 494.6 -2.6 498.5 980Declined
Econ. Disadvantaged 502.1 500.0 -2.1 503.6 483Met Target
EL and Former EL---- 12--
Students w/ disabilities 491.7 489.2 -2.5 493.5 540Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 1--
Afr. Amer./Black---- 5--
Hispanic/Latino 495.8 497.3 1.5 497.7 203Met Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White 505.3 502.1 -3.2 506.3 1980Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 86.4 84.9 -1.5 88.6 731No Change
Lowest Performing-------
High needs 77.4 82.5 5.1 80.7 304Exceeded Target
Econ. Disadvantaged---- 15--
EL and Former EL---- 6--
Students w/ disabilities---- 13--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black-------
Hispanic/Latino---- 10--
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White 89.1 84.0 -5.1 91.0 610Declined

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 57.7 1563Typical Growth - High
Lowest Performing 51.7 373Typical Growth - High
High needs 53.0 633Typical Growth - High
Econ. Disadvantaged 62.5 324Exceeded Typical Growth
EL and Former EL- 8--
Students w/ disabilities 41.2 302Typical Growth - Low
Amer. Ind. or Alaska Nat.- 1--
Asian----
Afr. Amer./Black- 4--
Hispanic/Latino- 16--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 57.0 1333Typical Growth - High

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 40.5 1562Typical Growth - Low
Lowest Performing 38.5 371Low Growth
High needs 38.2 631Low Growth
Econ. Disadvantaged 40.8 322Typical Growth - Low
EL and Former EL- 8--
Students w/ disabilities 36.7 301Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian----
Afr. Amer./Black- 4--
Hispanic/Latino- 16--
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White 40.0 1332Typical Growth - Low

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 2.7 2.1 -0.6 1.6 3884Exceeded Target
Lowest Performing 0.0 0.0 0.0 0.0 374Exceeded Target
High needs 6.5 4.5 -2.0 4.4 1573Met Target
Econ. Disadvantaged 12.3 6.9 -5.4 8.0 724Exceeded Target
EL and Former EL---- 23--
Students w/ disabilities 7.1 3.4 -3.7 4.6 884Exceeded Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 2--
Afr. Amer./Black---- 10--
Hispanic/Latino 5.4 2.4 -3.0 1.2 414Exceeded Target
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 1.9 1.9 0.0 0.7 3224Exceeded 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 234 234100Yes 1 234 234100Yes 1 74 74100Yes 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 104 104 104 104 31 31 239 239100Yes1
Econ. Disadvantaged 53 53 53 53 16 16 122 122100Yes1
EL and Former EL 15 15 15 15 7 7 37----
Students w/ disabilities 57 57 57 57 13 13 127 127100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 1 1 1 1-- 2----
Afr. Amer./Black 5 5 5 5-- 10----
Hispanic/Latino 23 23 23 23 11 11 57 57100Yes1
Multi-race, Non-Hisp./Lat. 3 3 3 3 2 2 8----
Nat. Haw. or Pacif. Isl.-----------
White 201 201 201 201 61 61 463 463100Yes1


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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