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Gardner Elementary School
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2019 Official Accountability Report - Elm Street School
Organization Information
DISTRICT NAME
Gardner (01030000)		TITLE I STATUS
Title I School
SCHOOL
Elm Street School (01030001)		GRADES SERVED
02,03,04
REGION
West/Central		FEDERAL DESIGNATION
-

Accountability Information

Overall classificationRequiring assistance or intervention
Reason for classification
In need of focused/targeted support
Among the lowest performing 10% of schools

Low subgroup performance: White -Students w/disabilities -Economically disadvantaged -High needs
Progress toward improvement targetsAccountability percentile
38% - Moderate progress toward targets9

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage80%10%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		38%
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 achievement14-04-
Science achievement------
Achievement total1860.00867.5
GrowthEnglish language arts growth14-04-
Mathematics growth24-14-
Growth total3820.01822.5
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 total0410.0---
Additional indicatorsChronic absenteeism14-04-
Advanced coursework completion------
Additional indicators total1410.00410.0
Weighted total1.37.2-0.27.6-
Percentage of possible points 18%-3%-
Criterion-referenced target percentage10%

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 achievement44-34-
Mathematics achievement44-44-
Science achievement------
Achievement total8860.07867.5
GrowthEnglish language arts growth14-24-
Mathematics growth24-34-
Growth total3820.05822.5
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 total3410.0---
Additional indicatorsChronic absenteeism04-24-
Advanced coursework completion------
Additional indicators total0410.02410.0
Weighted total5.77.2-6.17.6-
Percentage of possible points 79%-80%-
Criterion-referenced target percentage80%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage83%12%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		40%
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 achievement04-
Science achievement---
Achievement total0867.5
GrowthEnglish language arts growth14-
Mathematics growth24-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total0.97.6-
Percentage of possible points 12%-
2019 Annual criterion-referenced target percentage12%

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 achievement---
Achievement total8867.5
GrowthEnglish language arts growth14-
Mathematics growth34-
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 absenteeism04-
Advanced coursework completion---
Additional indicators total0410.0
Weighted total6.37.6-
Percentage of possible points 83%-
2018 Annual criterion-referenced target percentage83%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
3

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 491.6 489.5 -2.1 493.5 3600Declined
Lowest Performing 470.4 465.6 -4.8 475.5 410Declined
High needs 486.9 483.8 -3.1 488.8 2350Declined
Econ. Disadvantaged 486.9 484.3 -2.6 488.0 2030Declined
EL and Former EL 485.9 480.9 -5.0 487.6 320Declined
Students w/ disabilities 475.0 471.4 -3.6 477.1 880Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 11--
Hispanic/Latino 484.5 484.1 -0.4 485.9 721No Change
Multi-race, Non-Hisp./Lat. 494.7 488.0 -6.7 496.0 420Declined
Nat. Haw. or Pacif. Isl.-------
White 492.9 491.1 -1.8 494.4 2280Declined

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 486.4 486.2 -0.2 488.0 3591No Change
Lowest Performing 459.8 459.0 -0.8 463.5 410Declined
High needs 481.4 480.5 -0.9 483.4 2340Declined
Econ. Disadvantaged 481.7 480.8 -0.9 483.5 2020Declined
EL and Former EL 479.6 478.4 -1.2 481.5 320Declined
Students w/ disabilities 468.7 466.8 -1.9 471.0 880Declined
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black---- 11--
Hispanic/Latino 478.6 482.3 3.7 480.0 724Exceeded Target
Multi-race, Non-Hisp./Lat. 488.0 488.2 0.2 489.3 422Improved Below Target
Nat. Haw. or Pacif. Isl.-------
White 488.3 487.9 -0.4 490.1 2271No Change

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 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-------

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 32.8 1761Low Growth
Lowest Performing 26.5 410Very Low Growth
High needs 31.8 1121Low Growth
Econ. Disadvantaged 31.6 941Low Growth
EL and Former EL- 10--
Students w/ disabilities 26.4 450Very Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian----
Afr. Amer./Black- 2--
Hispanic/Latino 29.7 280Very Low Growth
Multi-race, Non-Hisp./Lat. 31.8 261Low Growth
Nat. Haw. or Pacif. Isl.----
White 33.7 1191Low Growth

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.3 1762Typical Growth - Low
Lowest Performing 34.0 411Low Growth
High needs 43.3 1122Typical Growth - Low
Econ. Disadvantaged 41.4 942Typical Growth - Low
EL and Former EL- 11--
Students w/ disabilities 35.7 451Low Growth
Amer. Ind. or Alaska Nat.- 1--
Asian----
Afr. Amer./Black- 2--
Hispanic/Latino 48.2 292Typical Growth - Low
Multi-race, Non-Hisp./Lat. 55.1 263Typical Growth - High
Nat. Haw. or Pacif. Isl.----
White 45.4 1182Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 69.6 64.3 -5.3 73.6 280Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 69.6 64.3 -5.3 73.6 280Declined
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 16.3 16.6 0.3 14.1 5921No Change
Lowest Performing 17.1 22.0 4.9 12.2 410Declined
High needs 20.8 20.3 -0.5 18.3 4032Improved Below Target
Econ. Disadvantaged 23.2 22.6 -0.6 20.5 3182Improved Below Target
EL and Former EL 25.5 23.9 -1.6 22.2 672Improved Below Target
Students w/ disabilities 19.1 18.9 -0.2 14.8 1272Improved Below Target
Amer. Ind. or Alaska Nat.---- 2--
Asian---- 11--
Afr. Amer./Black---- 13--
Hispanic/Latino 19.3 26.8 7.5 15.5 1380Declined
Multi-race, Non-Hisp./Lat. 12.5 10.9 -1.6 10.3 552Improved Below Target
Nat. Haw. or Pacif. Isl.-------
White 15.5 14.2 -1.3 12.6 3732Improved Below 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 383 382100Yes 1 382 382100Yes 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 254 253 253 253-- 507 506100Yes1
Econ. Disadvantaged 221 220 220 220-- 441 440100Yes1
EL and Former EL 41 40 41 41-- 82 8199Yes1
Students w/ disabilities 91 91 91 91-- 182 182100Yes1
Amer. Ind. or Alaska Nat. 1 1 1 1-- 2----
Asian 7 7 7 7-- 14----
Afr. Amer./Black 11 11 11 11-- 22----
Hispanic/Latino 89 88 89 89-- 178 17799Yes1
Multi-race, Non-Hisp./Lat. 42 42 42 42-- 84 84100Yes1
Nat. Haw. or Pacif. Isl.-----------
White 233 233 232 232-- 465 465100Yes1


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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