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Fiske

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2018 Official Accountability Report - Fiske

Organization Information
DISTRICT NAME
Lexington (01550000)
TITLE I STATUS
Non-Title I School
SCHOOL
Fiske (01550015)
GRADES SERVED
K,01,02,03,04,05
REGION
Coastal
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Meeting targets
Progress toward improvement targetsAccountability percentile
94% - Meeting targets98

Overall results

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 achievement44-44-
Science achievement44----
Achievement total121260.08867.5
GrowthEnglish language arts growth34-24-
Mathematics growth44-44-
Growth total7820.06822.5
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 absenteeism34-24-
Advanced coursework completion------
Additional indicators total3410.02410.0
Weighted total9.29.6-7.07.6-
Percentage of possible points 96%-92%-
Criterion-referenced target percentage94%
Meeting targets

Subgroup results

Progress toward improvement targets
Indicator High needs Subgroup
(Non-high school grades)
Points earned Total possible points Weight %
AchievementEnglish language arts achievement34-
Mathematics achievement44-
Science achievement---
Achievement total7867.5
GrowthEnglish language arts growth24-
Mathematics growth34-
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 total5.97.6-
Percentage of possible points 78%-
Criterion-referenced target percentage78%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 93

Detailed data for each indicator

English language arts achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 513.1 516.6 3.5 514.8 2884Exceeded Target
Lowest Performing 493.3 500.5 7.2 497.2 414Exceeded Target
High needs 500.4 502.3 1.9 502.0 923Met Target
Econ. Disadvantaged---- 13--
EL and Former EL 504.8 503.6 -1.2 506.2 590Declined
Students w/ disabilities 494.1 494.7 0.6 495.4 443Met Target
Amer. Ind. or Alaska Nat.-------
Asian 515.0 519.2 4.2 516.9 894Exceeded Target
Afr. Amer./Black---- 8--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat. 514.6 529.9 15.3 516.2 254Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 512.6 514.0 1.4 514.2 1584Exceeded Target

Mathematics achievement - Next-Generation MCAS average composite scaled score - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 513.8 517.1 3.3 515.0 2874Exceeded Target
Lowest Performing 491.5 495.8 4.3 494.3 404Exceeded Target
High needs 502.7 505.0 2.3 504.1 924Exceeded Target
Econ. Disadvantaged---- 13--
EL and Former EL 507.9 510.3 2.4 509.5 594Exceeded Target
Students w/ disabilities 497.1 495.4 -1.7 498.9 443Met Target
Amer. Ind. or Alaska Nat.-------
Asian 519.6 523.3 3.7 522.0 894Exceeded Target
Afr. Amer./Black---- 8--
Hispanic/Latino---- 8--
Multi-race, Non-Hisp./Lat. 518.5 526.5 8.0 520.0 254Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 511.2 513.4 2.2 512.5 1574Exceeded Target

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 95.9 92.0 -3.9 98.1 974Exceeded Target
Lowest Performing-------
High needs---- 25--
Econ. Disadvantaged---- 3--
EL and Former EL---- 16--
Students w/ disabilities---- 15--
Amer. Ind. or Alaska Nat.-------
Asian 98.8 88.4 -10.4 100.0 283Met Target
Afr. Amer./Black---- 2--
Hispanic/Latino---- 2--
Multi-race, Non-Hisp./Lat.---- 10--
Nat. Haw. or Pacif. Isl.-------
White 95.9 93.6 -2.3 98.0 554Exceeded Target

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 57.1 50.0 1743Met Target
Lowest Performing 49.1 50.0 402Below Target
High needs 44.5 50.0 442Below Target
Econ. Disadvantaged-- 4--
EL and Former EL 47.2 50.0 292Below Target
Students w/ disabilities 38.7 50.0 221Below Target
Amer. Ind. or Alaska Nat.-----
Asian 63.6 50.0 504Exceeded Target
Afr. Amer./Black-- 2--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 18--
Nat. Haw. or Pacif. Isl.-----
White 51.8 50.0 1003Met Target

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 67.1 50.0 1754Exceeded Target
Lowest Performing 62.4 50.0 404Exceeded Target
High needs 58.4 50.0 453Met Target
Econ. Disadvantaged-- 4--
EL and Former EL 63.8 50.0 294Exceeded Target
Students w/ disabilities 57.3 50.0 233Met Target
Amer. Ind. or Alaska Nat.-----
Asian 73.1 50.0 504Exceeded Target
Afr. Amer./Black-- 2--
Hispanic/Latino-- 4--
Multi-race, Non-Hisp./Lat.-- 18--
Nat. Haw. or Pacif. Isl.-----
White 62.7 50.0 1014Exceeded Target

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 90.5 90.7 0.2 78.2 433Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 90.5 90.7 0.2 78.2 433Met Target
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 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 2.3 3.6 -1.3 1.3 4433Met Target
Lowest Performing 7.0 4.9 2.1 3.8 412Improved Below Target
High needs 2.9 4.3 -1.4 0.9 1410Declined
Econ. Disadvantaged---- 18--
EL and Former EL 1.2 0.0 1.2 0.0 914Exceeded Target
Students w/ disabilities 4.5 8.3 -3.8 1.8 720Declined
Amer. Ind. or Alaska Nat.-------
Asian 2.4 3.7 -1.3 0.2 1363Met Target
Afr. Amer./Black---- 13--
Hispanic/Latino---- 12--
Multi-race, Non-Hisp./Lat. 0.0 0.0 0.0 0.0 394Exceeded Target
Nat. Haw. or Pacif. Isl.-------
White 2.8 4.1 -1.3 1.7 2433Met Target

Assessment participation
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 293 293100Yes 1 293 292100Yes 1 99 9899Yes 1
Lowest Performing---------------
High needs 95 95100Yes 1 95 95100Yes 1 26 26100Yes 1
Econ. Disadvantaged 14---- 14---- 3----
EL and Former EL 60 60100Yes 1 60 60100Yes 1 17----
Students w/ disabilities 46 46100Yes 1 46 46100Yes 1 15----
Amer. Ind. or Alaska Nat.---------------
Asian 89 89100Yes 1 89 89100Yes 1 28 28100Yes 1
Afr. Amer./Black 8---- 8---- 2----
Hispanic/Latino 8---- 8---- 2----
Multi-race, Non-Hisp./Lat. 27 27100Yes 1 27 27100Yes 1 10----
Nat. Haw. or Pacif. Isl.---------------
White 161 161100Yes 1 161 16099Yes 1 57 5698Yes 1


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 without required assistance or intervention. The reason(s) for the district or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines information about 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 criterion-referenced target percentage of 75% or higher.

The 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)

Weighted total of possible points = (Total achievement possible points x Achievement weight) + (Total growth possible points x Growth weight) + (Total high school completion possible points x high school completion weight) + (EL progress possible points x EL progress weight) + (Total additional indicator possible points x Additional indicator weight)

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 data for all accountability indicators. School percentiles are not calculated for districts.

Determination of need for special education technical assistance or intervention: The U.S. Department of Education requires Massachusetts to determine which districts (including single school districts) have specific needs for technical assistance or intervention in the area of special education. A district's determination is based on four categories: Meets Requirements (MR); Needs Assistance (NA); Needs Intervention (NI); and Needs Substantial Intervention (NSI). In most cases these categories correspond to the district's results, except when the district has specific compliance needs. This designation helps signal whether outcomes for all students in the district indicate progress, including that of students with disabilities, or whether technical assistance and/or intervention is needed to improve outcomes for all children, especially students with disabilities.


Resources
Interpretive Materials
Glossary of 2018 Accountability Terms

School and District Profiles