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Daniel B Brunton
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2019 Official Accountability Report - Daniel B Brunton
Organization Information
DISTRICT NAME
Springfield (02810000)		TITLE I STATUS
Title I School
SCHOOL
Daniel B Brunton (02810035)		GRADES SERVED
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 targets35

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage87%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 achievement24-24-
Mathematics achievement04-34-
Science achievement04----
Achievement total21260.05867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-34-
Growth total4820.05822.5
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total2.39.6-4.57.6-
Percentage of possible points 24%-59%-
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 achievement24----
Achievement total91260.08867.5
GrowthEnglish language arts growth34-34-
Mathematics growth34-44-
Growth total6820.07822.5
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 total4410.0---
Additional indicatorsChronic absenteeism44-44-
Advanced coursework completion------
Additional indicators total4410.04410.0
Weighted total7.49.6-7.47.6-
Percentage of possible points 77%-97%-
Criterion-referenced target percentage87%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage89%22%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		49%
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 achievement24-
Mathematics achievement04-
Science achievement04-
Achievement total21267.5
GrowthEnglish language arts growth24-
Mathematics growth24-
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 total2.310.3-
Percentage of possible points 22%-
2019 Annual criterion-referenced target percentage22%

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 achievement34-
Achievement total111267.5
GrowthEnglish language arts growth34-
Mathematics growth34-
Growth total6822.5
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-
Advanced coursework completion---
Additional indicators total4410.0
Weighted total9.210.3-
Percentage of possible points 89%-
2018 Annual criterion-referenced target percentage89%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
62

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 496.9 497.0 0.1 497.9 2032Improved Below Target
Lowest Performing 482.4 483.9 1.5 487.5 252Improved Below Target
High needs 495.2 495.6 0.4 496.6 1752Improved Below Target
Econ. Disadvantaged 496.0 495.5 -0.5 497.0 1661No Change
EL and Former EL 488.4 494.2 5.8 489.4 314Exceeded Target
Students w/ disabilities 487.5 486.5 -1.0 489.3 470Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 497.1 497.7 0.6 498.6 472Improved Below Target
Hispanic/Latino 496.3 495.6 -0.7 497.4 1170Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 501.2 502.5 1.3 502.5 293Met Target

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 494.7 492.7 -2.0 496.3 2030Declined
Lowest Performing 474.6 477.8 3.2 478.3 253Met Target
High needs 493.3 491.4 -1.9 494.8 1750Declined
Econ. Disadvantaged 494.0 491.2 -2.8 495.1 1660Declined
EL and Former EL 489.7 493.9 4.2 491.6 314Exceeded Target
Students w/ disabilities 489.7 481.3 -8.4 491.5 470Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 495.9 493.3 -2.6 498.2 470Declined
Hispanic/Latino 492.8 491.0 -1.8 494.2 1170Declined
Multi-race, Non-Hisp./Lat.---- 8--
Nat. Haw. or Pacif. Isl.---- 1--
White 500.4 497.5 -2.9 501.9 290Declined

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 82.1 73.9 -8.2 84.8 710Declined
Lowest Performing-------
High needs 79.1 74.6 -4.5 82.6 580Declined
Econ. Disadvantaged 81.7 74.1 -7.6 85.1 560Declined
EL and Former EL---- 8--
Students w/ disabilities---- 14--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 18--
Hispanic/Latino 79.7 70.6 -9.1 82.6 400Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 11--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 47.5 1352Typical Growth - Low
Lowest Performing 47.6 252Typical Growth - Low
High needs 45.9 1142Typical Growth - Low
Econ. Disadvantaged 45.7 1082Typical Growth - Low
EL and Former EL- 18--
Students w/ disabilities 40.8 352Typical Growth - Low
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black 42.9 342Typical Growth - Low
Hispanic/Latino 50.1 723Typical Growth - High
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.- 1--
White 45.4 222Typical Growth - Low

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.3 1352Typical Growth - Low
Lowest Performing 50.8 253Typical Growth - High
High needs 44.5 1142Typical Growth - Low
Econ. Disadvantaged 44.0 1082Typical Growth - Low
EL and Former EL- 18--
Students w/ disabilities 36.7 351Low Growth
Amer. Ind. or Alaska Nat.----
Asian----
Afr. Amer./Black 42.2 342Typical Growth - Low
Hispanic/Latino 50.2 723Typical Growth - High
Multi-race, Non-Hisp./Lat.- 6--
Nat. Haw. or Pacif. Isl.- 1--
White 41.0 222Typical Growth - Low

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 73.3 69.2 -4.1 78.7 393Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 73.3 69.2 -4.1 78.7 393Met 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 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 12.5 20.4 7.9 11.0 3770Declined
Lowest Performing 8.0 20.0 12.0 3.4 250Declined
High needs 15.0 22.4 7.4 12.6 3210Declined
Econ. Disadvantaged 13.5 23.8 10.3 10.3 2820Declined
EL and Former EL 13.0 19.7 6.7 9.5 660Declined
Students w/ disabilities 17.8 23.3 5.5 14.2 730Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 13.0 14.3 1.3 9.4 840Declined
Hispanic/Latino 13.1 25.8 12.7 8.9 2290Declined
Multi-race, Non-Hisp./Lat.---- 12--
Nat. Haw. or Pacif. Isl.---- 1--
White 10.5 8.0 -2.5 8.7 504Exceeded 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 221 221100Yes 1 222 222100Yes 1 77 77100Yes 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 190 190 191 191 62 62 443 443100Yes1
Econ. Disadvantaged 180 180 181 181 60 60 421 421100Yes1
EL and Former EL 36 36 36 36 10 10 82 82100Yes1
Students w/ disabilities 49 49 49 49 14 14 112 112100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 1 1 1 1-- 2----
Afr. Amer./Black 51 51 52 52 19 19 122 122100Yes1
Hispanic/Latino 129 129 129 129 44 44 302 302100Yes1
Multi-race, Non-Hisp./Lat. 8 8 8 8 2 2 18----
Nat. Haw. or Pacif. Isl. 1 1 1 1-- 2----
White 31 31 31 31 12 12 74 74100Yes1


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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