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Talbot Innovation School
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2022 Official Accountability Report - Talbot Innovation School
Organization Information
DISTRICT NAME
Fall River (00950000)		TITLE I STATUS
Title I School
SCHOOL
Talbot Innovation School (00950305)		GRADES SERVED
06,07,08
REGION
Coastal		FEDERAL DESIGNATION
Comprehensive Support and Improvement (CSI)
Accountability information

Low student group performance: Afr. Amer./Black -White -Students w/disabilities -Low income -Hispanic/Latino -EL and former EL -High needs
School accountability percentile
2

Student group percentile

Group2022 percentile
High needs 2
Low income 3
English learner (EL) and Former EL 3
Students with disabilities 2
American Indian or Alaskan Native -
Asian -
African American/Black 5
Hispanic or Latino 3
Multi-race, non-Hispanic or Latino -
Native Hawaiian or Pacific Islander -
White 1

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 475.1 472.4 518
High needs 472.1 470.5 473
Low income 472.6 471.1 447
EL and Former EL 460.6 463.2 191
Students w/ disabilities 460.8 460.0 123
Amer. Ind. or Alaska Nat.-- 2
Asian-- 19
Afr. Amer./Black 473.2 470.1 46
Hispanic/Latino 468.0 467.3 174
Multi-race, Non-Hisp./Lat. 474.6 467.8 52
Nat. Haw. or Pacif. Isl.-- 1
White 479.3 476.6 224

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 481.6 474.2 520
High needs 479.0 472.9 475
Low income 479.6 473.3 446
EL and Former EL 472.7 469.6 195
Students w/ disabilities 466.1 463.0 123
Amer. Ind. or Alaska Nat.-- 2
Asian-- 19
Afr. Amer./Black 478.3 473.8 46
Hispanic/Latino 476.8 471.0 176
Multi-race, Non-Hisp./Lat. 484.1 469.4 52
Nat. Haw. or Pacif. Isl.-- 1
White 483.7 476.8 224

Science achievement - MCAS average composite scaled score - Non-high school
Group 2019 Achievement 2022 Achievement N
All Students 476.3 469.6 186
High needs 473.6 468.5 169
Low income 473.6 468.5 156
EL and Former EL 463.3 464.3 82
Students w/ disabilities 461.8 461.5 39
Amer. Ind. or Alaska Nat.-- 1
Asian-- 9
Afr. Amer./Black-- 18
Hispanic/Latino 469.0 468.3 60
Multi-race, Non-Hisp./Lat.- 471.7 20
Nat. Haw. or Pacif. Isl.---
White 481.3 471.0 78

English language arts growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 39.6 41.9 467
High needs 38.7 40.7 424
Low income 39.1 41.5 400
EL and Former EL 38.9 37.9 165
Students w/ disabilities 31.9 36.8 109
Amer. Ind. or Alaska Nat.-- 2
Asian-- 19
Afr. Amer./Black 35.8 40.2 43
Hispanic/Latino 41.4 39.8 154
Multi-race, Non-Hisp./Lat. 31.5 37.3 50
Nat. Haw. or Pacif. Isl.---
White 40.1 44.1 199

Mathematics growth - Non-high school
Group 2019 Mean SGP 2022 Mean SGP N
All Students 48.5 41.3 469
High needs 47.7 40.8 426
Low income 48.0 41.3 402
EL and Former EL 50.5 43.4 170
Students w/ disabilities 38.0 38.2 112
Amer. Ind. or Alaska Nat.-- 2
Asian-- 19
Afr. Amer./Black 46.8 43.8 43
Hispanic/Latino 47.9 40.0 155
Multi-race, Non-Hisp./Lat. 53.6 35.3 51
Nat. Haw. or Pacif. Isl.---
White 47.7 42.5 199

Progress toward attaining English language proficiency - Non-high school
Group 2020 Rate (%) 2022 Rate (%) N
All Students 29.3 21.5 130
High needs---
Low income---
EL and Former EL 29.3 21.5 130
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 2019 Rate (% of students missing 10% of days) 2022 Rate (% of students missing 20% of days) N
All Students 19.1 11.1 640
High needs 20.7 11.9 590
Low income 21.0 12.4 558
EL and Former EL 15.2 6.0 281
Students w/ disabilities 27.0 12.6 127
Amer. Ind. or Alaska Nat.-- 2
Asian 7.7 0.0 20
Afr. Amer./Black 22.0 10.0 60
Hispanic/Latino 17.1 8.4 237
Multi-race, Non-Hisp./Lat. 16.3 26.2 65
Nat. Haw. or Pacif. Isl.-- 1
White 21.9 11.0 255

*The 2022 accountability calculations include the percentage of students missing 10% or more of their days in membership in 2019, and the percentage of students missing 20% or more of their days in membership in 2022.



Assessment participation - All students
Group English language arts Mathematics Science
Enrolled Assessed % Enrolled Assessed % Enrolled Assessed %
All Students 615 61199 619 617100 232 231100

Assessment participation - Student groups
Group English language arts Mathematics Science Overall
Enrolled Assessed Enrolled Assessed Enrolled Assessed Total Enrolled Total Assessed %
High needs 569 565 570 568 214 213 1,353 1,34699
Low income 536 535 537 535 199 198 1,272 1,268100
EL and Former EL 260 256 261 261 117 117 638 63499
Students w/ disabilities 137 137 138 137 42 42 317 316100
Amer. Ind. or Alaska Nat. 2- 2- 1- 5--
Asian 20 20 20 20 9- 49 49100
Afr. Amer./Black 55 55 55 55 22 22 132 132100
Hispanic/Latino 222 219 223 223 83 83 528 52599
Multi-race, Non-Hisp./Lat. 61 61 61 61 24 24 146 146100
Nat. Haw. or Pacif. Isl. 1- 1--- 2--
White 254 253 254 252 93 92 601 59799


About this Report

Accountability information: Most districts and schools did not receive an overall accountability determination in 2022. However, school accountability reports may contain additional performance information if the school has been designated underperforming or chronically underperforming, or if they have one or more low performing student groups, a low graduation rate, or low assessment participation. District accountability reports may contain additional information if the district has been designated chronically underperforming or if the district has low assessment participation.

School 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.

Low income and economically disadvantaged students: Beginning in fall 2021, DESE no longer reports data for the economically disadvantaged student group and instead reports data for a newly defined low income student group. Unlike the economically disadvantaged group or the former low income group used prior to 2015, the new group includes a broader range of disadvantaged students who are identified through one of three different sources:

1. Students who participate in one or more of the following state-administered assistance programs: the Supplemental Nutrition Assistance Program (SNAP); Transitional Assistance for Families with Dependent Children (TAFDC); the Department of Children and Families' (DCF) foster care program; and MassHealth (Medicaid);

2. Students who are homeless, as reported to DESE by districts via the Homeless and Foster Care data collection tool; or

3. Students who are identified as low income through the Supplemental Low Income Data Collection, as reported to DESE by districts via the Student Information Management System (SIMS).

This change also impacts the membership of the high needs student group, which is an unduplicated count of all students in a school or district belonging to the students with disabilities, English Learner (EL) and former EL, and/or low income students groups.
In the 2022 accountability results, the 2022 data for accountability indicators includes students who meet the new definition of low income. Earlier data for accountability indicators includes who students who were previously identified as economically disadvantaged.


Resources
Interpretive Materials Interpretive Materials
Glossary Glossary of 2022 Accountability Terms

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