Massachusetts School and District Profiles

Powder Mill School
Districts Schools
Select an Org
View Previous Year
2019
View Next Year
print page

2019 Official Accountability Report - Powder Mill School
Organization Information
DISTRICT NAME
Southwick-Tolland-Granville Regional School District (07660000)		TITLE I STATUS
Title I School
SCHOOL
Powder Mill School (07660315)		GRADES SERVED
03,04,05,06
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Moderate progress toward targets
Progress toward improvement targetsAccountability percentile
32% - Moderate progress toward targets30

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage55%17%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		32%
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 achievement04-04-
Mathematics achievement04-24-
Science achievement04----
Achievement total01267.52867.5
GrowthEnglish language arts growth14-14-
Mathematics growth24-24-
Growth total3822.53822.5
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 absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total0.810.3-2.07.6-
Percentage of possible points 8%-26%-
Criterion-referenced target percentage17%

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 achievement34-44-
Mathematics achievement04-24-
Science achievement24----
Achievement total51267.56867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4822.54822.5
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 absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total4.310.3-5.27.6-
Percentage of possible points 42%-68%-
Criterion-referenced target percentage55%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage46%13%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		26%
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 achievement14-
Science achievement04-
Achievement total11267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total1.310.3-
Percentage of possible points 13%-
2019 Annual criterion-referenced target percentage13%

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 achievement44-
Achievement total61267.5
GrowthEnglish language arts growth24-
Mathematics growth14-
Growth total3822.5
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 total4.710.3-
Percentage of possible points 46%-
2018 Annual criterion-referenced target percentage46%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
31

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 500.2 497.6 -2.6 501.2 4520Declined
Lowest Performing 479.5 476.0 -3.5 484.6 800Declined
High needs 492.9 490.4 -2.5 494.3 1830Declined
Econ. Disadvantaged 497.6 492.9 -4.7 498.6 1350Declined
EL and Former EL---- 22--
Students w/ disabilities 483.9 481.6 -2.3 485.7 740Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 500.8 498.1 -2.7 502.1 4110Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 493.9 493.0 -0.9 495.5 4510Declined
Lowest Performing 472.9 473.5 0.6 476.6 802Improved Below Target
High needs 486.3 486.3 0.0 487.8 1831No Change
Econ. Disadvantaged 490.2 490.1 -0.1 491.3 1351No Change
EL and Former EL---- 22--
Students w/ disabilities 475.9 474.7 -1.2 477.7 740Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 3--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 11--
Nat. Haw. or Pacif. Isl.-------
White 494.5 493.5 -1.0 496.0 4100Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 84.2 81.4 -2.8 86.9 1140Declined
Lowest Performing-------
High needs 76.2 68.3 -7.9 79.7 450Declined
Econ. Disadvantaged 79.4 69.2 -10.2 82.8 300Declined
EL and Former EL---- 3--
Students w/ disabilities---- 24--
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black---- 5--
Hispanic/Latino---- 6--
Multi-race, Non-Hisp./Lat.---- 4--
Nat. Haw. or Pacif. Isl.-------
White 84.4 82.9 -1.5 87.3 981No Change

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 39.8 3371Low Growth
Lowest Performing 38.4 801Low Growth
High needs 36.8 1411Low Growth
Econ. Disadvantaged 35.5 1041Low Growth
EL and Former EL- 15--
Students w/ disabilities 36.4 571Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian- 3--
Afr. Amer./Black- 7--
Hispanic/Latino- 14--
Multi-race, Non-Hisp./Lat.- 11--
Nat. Haw. or Pacif. Isl.----
White 40.0 3012Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 42.1 3352Typical Growth - Low
Lowest Performing 40.3 802Typical Growth - Low
High needs 39.7 1401Low Growth
Econ. Disadvantaged 39.8 1031Low Growth
EL and Former EL- 15--
Students w/ disabilities 39.2 561Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian- 3--
Afr. Amer./Black- 7--
Hispanic/Latino- 14--
Multi-race, Non-Hisp./Lat.- 11--
Nat. Haw. or Pacif. Isl.----
White 43.0 2992Typical 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 7.5 7.9 0.4 6.0 4671No Change
Lowest Performing 6.3 11.3 5.0 1.7 800Declined
High needs 14.4 12.8 -1.6 12.0 1872Improved Below Target
Econ. Disadvantaged 18.1 13.5 -4.6 14.9 1264Exceeded Target
EL and Former EL---- 22--
Students w/ disabilities 12.0 9.5 -2.5 8.4 742Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 3--
Afr. Amer./Black---- 9--
Hispanic/Latino---- 17--
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.-------
White 6.1 7.3 1.2 4.3 4240Declined

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 462 462100Yes 1 461 461100Yes 1 118 118100Yes 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 189 189 189 189 49 49 427 427100Yes1
Econ. Disadvantaged 140 140 140 140 33 33 313 313100Yes1
EL and Former EL 22 22 22 22 3 3 47 47100Yes1
Students w/ disabilities 77 77 77 77 26 26 180 180100Yes1
Amer. Ind. or Alaska Nat. 2 2 2 2-- 4----
Asian 3 3 3 3 1 1 7----
Afr. Amer./Black 9 9 9 9 5 5 23----
Hispanic/Latino 18 18 18 18 7 7 43----
Multi-race, Non-Hisp./Lat. 12 12 12 12 4 4 28----
Nat. Haw. or Pacif. Isl.-----------
White 418 418 417 417 101 101 936 936100Yes1


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

School and District Profiles