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Rebecca M Johnson

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2018 Official Accountability Report - Rebecca M Johnson

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
Rebecca M Johnson (02810055)
GRADES SERVED
PK,K,01,02,03,04,05
REGION
West/Central
FEDERAL DESIGNATION
-

Accountability Information

Overall classificationNot requiring assistance or intervention
Reason for classification
Partially meeting targets
Progress toward improvement targetsAccountability percentile
68% - Partially meeting targets20

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 achievement04-24-
Science achievement44----
Achievement total81260.06867.5
GrowthEnglish language arts growth24-24-
Mathematics growth24-24-
Growth total4820.04822.5
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 absenteeism24-44-
Advanced coursework completion------
Additional indicators total2410.04410.0
Weighted total6.19.6-5.47.6-
Percentage of possible points 64%-71%-
Criterion-referenced target percentage68%
Partially 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 achievement44-
Mathematics achievement04-
Science achievement44-
Achievement total81267.5
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total6.510.3-
Percentage of possible points 63%-
Criterion-referenced target percentage63%
Partially meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 52

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 492.6 495.2 2.6 494.1 2924Exceeded Target
Lowest Performing 475.8 482.1 6.3 481.3 344Exceeded Target
High needs 492.6 495.2 2.6 494.4 2754Exceeded Target
Econ. Disadvantaged 492.9 494.9 2.0 494.2 2634Exceeded Target
EL and Former EL 490.4 492.3 1.9 491.7 754Exceeded Target
Students w/ disabilities 490.3 491.7 1.4 492.1 743Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 494.5 500.3 5.8 496.1 894Exceeded Target
Hispanic/Latino 492.0 493.2 1.2 493.5 1853Met Target
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 11--

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 498.6 493.5 -5.1 500.1 2920Declined
Lowest Performing 482.4 482.5 0.1 485.4 342Improved Below Target
High needs 498.8 493.2 -5.6 500.4 2750Declined
Econ. Disadvantaged 498.8 493.2 -5.6 499.8 2630Declined
EL and Former EL 493.7 494.5 0.8 495.2 752Improved Below Target
Students w/ disabilities 496.6 491.0 -5.6 498.4 740Declined
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 498.4 495.7 -2.7 500.7 890Declined
Hispanic/Latino 499.1 493.1 -6.0 500.7 1850Declined
Multi-race, Non-Hisp./Lat.---- 5--
Nat. Haw. or Pacif. Isl.-------
White---- 11--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 69.2 77.0 7.8 71.9 1004Exceeded Target
Lowest Performing-------
High needs 70.5 76.9 6.4 73.9 944Exceeded Target
Econ. Disadvantaged 70.3 76.4 6.1 74.1 914Exceeded Target
EL and Former EL 75.0 77.0 2.0 77.9 253Met Target
Students w/ disabilities 70.5 81.0 10.5 73.5 214Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 2--
Afr. Amer./Black 65.0 78.3 13.3 68.5 384Exceeded Target
Hispanic/Latino 70.5 75.9 5.4 73.3 554Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.2 50.0 1702Below Target
Lowest Performing 41.0 50.0 342Below Target
High needs 43.5 50.0 1582Below Target
Econ. Disadvantaged 42.9 50.0 1502Below Target
EL and Former EL 46.0 50.0 402Below Target
Students w/ disabilities 35.0 50.0 331Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 49.4 50.0 562Below Target
Hispanic/Latino 37.6 50.0 1051Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 5--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 41.3 50.0 1702Below Target
Lowest Performing 45.8 50.0 342Below Target
High needs 41.0 50.0 1582Below Target
Econ. Disadvantaged 41.5 50.0 1502Below Target
EL and Former EL 57.4 50.0 403Met Target
Students w/ disabilities 37.6 50.0 331Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black 43.1 50.0 562Below Target
Hispanic/Latino 42.0 50.0 1052Below Target
Multi-race, Non-Hisp./Lat.-- 3--
Nat. Haw. or Pacif. Isl.-----
White-- 5--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 44.8 53.6 8.8 62.8 693Met Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 44.8 53.6 8.8 62.8 693Met 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 20.7 20.0 0.7 19.4 5542Improved Below Target
Lowest Performing 28.2 20.6 7.6 24.3 344Exceeded Target
High needs 21.4 20.5 0.9 19.1 5232Improved Below Target
Econ. Disadvantaged 21.5 20.6 0.9 18.4 4852Improved Below Target
EL and Former EL 22.0 16.4 5.6 19.3 1344Exceeded Target
Students w/ disabilities 32.8 30.1 2.7 29.0 1362Improved Below Target
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black 9.9 11.3 -1.4 6.2 1410Declined
Hispanic/Latino 24.9 21.0 3.9 21.2 3663Met Target
Multi-race, Non-Hisp./Lat.---- 18--
Nat. Haw. or Pacif. Isl.-------
White---- 26--

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 346 34499Yes 1 346 346100Yes 1 110 110100Yes 1
Lowest Performing---------------
High needs 327 32599Yes 1 327 327100Yes 1 102 102100Yes 1
Econ. Disadvantaged 315 31399Yes 1 315 315100Yes 1 99 99100Yes 1
EL and Former EL 97 9598Yes 1 97 97100Yes 1 29 29100Yes 1
Students w/ disabilities 90 8999Yes 1 89 89100Yes 1 22 22100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 2---- 2---- 2----
Afr. Amer./Black 99 99100Yes 1 99 99100Yes 1 41 41100Yes 1
Hispanic/Latino 222 221100Yes 1 222 222100Yes 1 62 62100Yes 1
Multi-race, Non-Hisp./Lat. 8---- 8---- 3----
Nat. Haw. or Pacif. Isl.---------------
White 15---- 15---- 2----


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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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