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Kensington International School
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2019 Official Accountability Report - Kensington International School
Organization Information
DISTRICT NAME
Springfield (02810000)		TITLE I STATUS
Title I School
SCHOOL
Kensington International School (02810110)		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
Substantial progress toward targets
Progress toward improvement targetsAccountability percentile
65% - Substantial progress toward targets20

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage73%59%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		65%
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 achievement44-44-
Mathematics achievement04-34-
Science achievement04----
Achievement total41260.07890.0
GrowthEnglish language arts growth34----
Mathematics growth24----
Growth total5820.0---
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 absenteeism04-04-
Advanced coursework completion------
Additional indicators total0410.00410.0
Weighted total3.49.6-6.37.6-
Percentage of possible points 35%-83%-
Criterion-referenced target percentage59%

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 achievement34-44-
Mathematics achievement04-44-
Science achievement44----
Achievement total71260.08867.5
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 total2410.0---
Additional indicatorsChronic absenteeism04-44-
Advanced coursework completion------
Additional indicators total0410.04410.0
Weighted total5.29.6-6.97.6-
Percentage of possible points 54%-91%-
Criterion-referenced target percentage73%

Overall progress toward improvement targets

 20182019
Annual criterion-referenced target percentage68%39%
Weight40%60%
Cumulative criterion-referenced target percentage
(2018 x 40%) + (2019 x 60%)		50%
Substantial 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 achievement44-
Mathematics achievement04-
Science achievement04-
Achievement total41267.5
GrowthEnglish language arts growth34-
Mathematics growth24-
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 absenteeism24-
Advanced coursework completion---
Additional indicators total2410.0
Weighted total4.010.3-
Percentage of possible points 39%-
2019 Annual criterion-referenced target percentage39%

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 achievement14-
Science achievement44-
Achievement total91267.5
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 total7.010.3-
Percentage of possible points 68%-
2018 Annual criterion-referenced target percentage68%

Subgroup percentile

This group's overall performance relative to the performance of the same subgroup in schools serving similar grades
45

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 492.2 498.4 6.2 494.1 1324Exceeded Target
Lowest Performing 471.5 484.3 12.8 476.6 204Exceeded Target
High needs 492.1 497.9 5.8 494.0 1254Exceeded Target
Econ. Disadvantaged 492.9 498.1 5.2 494.0 1224Exceeded Target
EL and Former EL 489.2 496.6 7.4 490.9 464Exceeded Target
Students w/ disabilities---- 30--
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black 498.8 500.0 1.2 500.5 253Met Target
Hispanic/Latino 489.3 496.6 7.3 490.7 964Exceeded Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 4--

Mathematics achievement - MCAS average composite scaled score - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 488.8 485.2 -3.6 490.4 1320Declined
Lowest Performing 467.2 470.4 3.2 470.9 203Met Target
High needs 489.0 484.7 -4.3 491.0 1250Declined
Econ. Disadvantaged 489.6 484.8 -4.8 491.4 1220Declined
EL and Former EL 487.6 486.0 -1.6 489.5 460Declined
Students w/ disabilities---- 30--
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black 486.9 481.5 -5.4 488.9 250Declined
Hispanic/Latino 487.2 484.7 -2.5 488.6 960Declined
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 4--

Science achievement - MCAS Composite Performance Index (CPI) - Non-high school
Group 2018 Achievement 2019 Achievement Change 2019 Target N Points Reason
All Students 72.8 65.5 -7.3 75.9 500Declined
Lowest Performing-------
High needs 72.7 65.1 -7.6 76.0 480Declined
Econ. Disadvantaged 73.1 65.8 -7.3 76.2 460Declined
EL and Former EL 70.0 65.0 -5.0 73.1 200Declined
Students w/ disabilities---- 8--
Amer. Ind. or Alaska Nat.-------
Asian---- 3--
Afr. Amer./Black---- 11--
Hispanic/Latino 70.8 59.4 -11.4 73.8 320Declined
Multi-race, Non-Hisp./Lat.---- 2--
Nat. Haw. or Pacif. Isl.-------
White---- 2--

English language arts growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 58.1 833Typical Growth - High
Lowest Performing- 19--
High needs 57.4 783Typical Growth - High
Econ. Disadvantaged 57.3 763Typical Growth - High
EL and Former EL 58.9 273Typical Growth - High
Students w/ disabilities- 14--
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 17--
Hispanic/Latino 54.0 583Typical Growth - High
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White- 3--

Mathematics growth - Non-high school
Group 2019 Mean SGP N Points Reason
All Students 45.3 832Typical Growth - Low
Lowest Performing- 19--
High needs 44.7 782Typical Growth - Low
Econ. Disadvantaged 44.6 762Typical Growth - Low
EL and Former EL 47.7 272Typical Growth - Low
Students w/ disabilities- 14--
Amer. Ind. or Alaska Nat.----
Asian- 3--
Afr. Amer./Black- 17--
Hispanic/Latino 44.6 582Typical Growth - Low
Multi-race, Non-Hisp./Lat.- 2--
Nat. Haw. or Pacif. Isl.----
White- 3--

Progress toward attaining English language proficiency - Non-high school
Group 2018 Rate (%) 2019 Rate (%) Change Target N Points Reason
All Students 58.7 48.2 -10.5 64.1 560Declined
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 58.7 48.2 -10.5 64.1 560Declined
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 15.1 17.7 2.6 12.9 2310Declined
Lowest Performing 10.0 20.0 10.0 5.1 200Declined
High needs 18.5 17.8 -0.7 16.0 2192Improved Below Target
Econ. Disadvantaged 15.0 18.6 3.6 12.3 2040Declined
EL and Former EL 7.4 13.3 5.9 4.1 750Declined
Students w/ disabilities---- 53--
Amer. Ind. or Alaska Nat.---- 1--
Asian---- 6--
Afr. Amer./Black 8.0 14.3 6.3 4.4 350Declined
Hispanic/Latino 18.3 20.4 2.1 14.5 1670Declined
Multi-race, Non-Hisp./Lat.---- 6--
Nat. Haw. or Pacif. Isl.-------
White---- 16--

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 146 146100Yes 1 146 146100Yes 1 53 53100Yes 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 139 139 139 139 51 51 329 329100Yes1
Econ. Disadvantaged 135 135 135 135 48 48 318 318100Yes1
EL and Former EL 52 52 52 52 22 22 126 126100Yes1
Students w/ disabilities 31 31 31 31 8 8 70 70100Yes1
Amer. Ind. or Alaska Nat.-----------
Asian 5 5 5 5 3 3 13----
Afr. Amer./Black 28 28 28 28 12 12 68 68100Yes1
Hispanic/Latino 102 102 102 102 34 34 238 238100Yes1
Multi-race, Non-Hisp./Lat. 3 3 3 3 2 2 8----
Nat. Haw. or Pacif. Isl.-----------
White 8 8 8 8 2 2 18----


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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