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German Gerena Community School

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2018 Official Accountability Report - German Gerena Community School

Organization Information
DISTRICT NAME
Springfield (02810000)
TITLE I STATUS
Title I School
SCHOOL
German Gerena Community School (02810195)
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
Meeting targets
Progress toward improvement targetsAccountability percentile
86% - Meeting targets21

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 achievement34-44-
Science achievement34----
Achievement total101260.08867.5
GrowthEnglish language arts growth34-44-
Mathematics growth24-24-
Growth total5820.06822.5
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 total2410.0---
Additional indicatorsChronic absenteeism34-34-
Advanced coursework completion------
Additional indicators total3410.03410.0
Weighted total7.59.6-7.17.6-
Percentage of possible points 78%-93%-
Criterion-referenced target percentage86%
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 achievement34-
Science achievement34-
Achievement total101267.5
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 total8.110.3-
Percentage of possible points 79%-
Criterion-referenced target percentage79%
Meeting targets
Subgroup percentile
This group's overall performance relative to the performance of the same subgroup in schools administering similar assessments 45

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 486.8 495.2 8.4 488.8 2624Exceeded Target
Lowest Performing 465.9 481.9 16.0 471.2 354Exceeded Target
High needs 485.7 494.0 8.3 487.7 2424Exceeded Target
Econ. Disadvantaged 486.0 494.2 8.2 487.6 2314Exceeded Target
EL and Former EL 482.7 490.7 8.0 484.3 954Exceeded Target
Students w/ disabilities 473.6 483.3 9.7 475.4 744Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 489.8 492.9 3.1 491.4 244Exceeded Target
Hispanic/Latino 486.2 495.2 9.0 487.9 2294Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 8--

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 487.0 488.9 1.9 488.8 2623Met Target
Lowest Performing 467.0 472.0 5.0 470.3 354Exceeded Target
High needs 485.8 487.9 2.1 487.7 2423Met Target
Econ. Disadvantaged 486.1 488.4 2.3 487.5 2314Exceeded Target
EL and Former EL 484.7 485.8 1.1 486.5 952Improved Below Target
Students w/ disabilities 478.1 480.0 1.9 480.2 743Met Target
Amer. Ind. or Alaska Nat.-------
Asian---- 1--
Afr. Amer./Black 489.0 485.0 -4.0 490.8 240Declined
Hispanic/Latino 486.3 488.9 2.6 487.9 2294Exceeded Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 8--

Science achievement - legacy MCAS Composite Performance Index (CPI) - Non-high school
Group 2017 Achievement 2018 Achievement Change 2018 Target N Points Reason
All Students 64.2 66.3 2.1 67.1 893Met Target
Lowest Performing-------
High needs 61.6 65.5 3.9 64.7 823Met Target
Econ. Disadvantaged 62.2 64.6 2.4 64.7 773Met Target
EL and Former EL 65.2 61.0 -4.2 68.5 340Declined
Students w/ disabilities---- 22--
Amer. Ind. or Alaska Nat.-------
Asian-------
Afr. Amer./Black---- 10--
Hispanic/Latino 62.2 65.1 2.9 65.3 783Met Target
Multi-race, Non-Hisp./Lat.-------
Nat. Haw. or Pacif. Isl.-------
White---- 1--

English language arts growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 58.6 50.0 1653Met Target
Lowest Performing 65.5 50.0 354Exceeded Target
High needs 57.9 50.0 1513Met Target
Econ. Disadvantaged 57.9 50.0 1433Met Target
EL and Former EL 59.0 50.0 633Met Target
Students w/ disabilities 52.5 50.0 403Met Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 18--
Hispanic/Latino 60.5 50.0 1434Exceeded Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 3--

Mathematics growth - Non-high school
Group 2018 Mean SGP 2018 Target N Points Reason
All Students 42.2 50.0 1652Below Target
Lowest Performing 46.8 50.0 352Below Target
High needs 42.2 50.0 1512Below Target
Econ. Disadvantaged 43.0 50.0 1432Below Target
EL and Former EL 42.7 50.0 632Below Target
Students w/ disabilities 45.1 50.0 402Below Target
Amer. Ind. or Alaska Nat.-----
Asian-- 1--
Afr. Amer./Black-- 18--
Hispanic/Latino 42.7 50.0 1432Below Target
Multi-race, Non-Hisp./Lat.-----
Nat. Haw. or Pacif. Isl.-----
White-- 3--

Progress toward attaining English language proficiency - Non-high school
Group 2017 Rate (%) 2018 Rate (%) Change Target N Points Reason
All Students 48.0 51.7 3.7 62.8 892Improved Below Target
Lowest Performing-------
High needs-------
Econ. Disadvantaged-------
EL and Former EL 48.0 51.7 3.7 62.8 892Improved Below 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 18.3 16.6 1.7 16.4 4953Met Target
Lowest Performing 18.4 13.9 4.5 13.7 363Met Target
High needs 18.7 17.9 0.8 16.4 4572Improved Below Target
Econ. Disadvantaged 18.6 17.6 1.0 16.2 4142Improved Below Target
EL and Former EL 25.3 17.5 7.8 21.6 1544Exceeded Target
Students w/ disabilities 29.6 21.9 7.7 25.3 1284Exceeded Target
Amer. Ind. or Alaska Nat.-------
Asian---- 4--
Afr. Amer./Black 19.2 14.8 4.4 15.3 613Met Target
Hispanic/Latino 18.8 17.5 1.3 15.4 4112Improved Below Target
Multi-race, Non-Hisp./Lat.---- 3--
Nat. Haw. or Pacif. Isl.-------
White---- 16--

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 295 29299Yes 1 295 294100Yes 1 98 98100Yes 1
Lowest Performing---------------
High needs 275 27299Yes 1 275 274100Yes 1 91 91100Yes 1
Econ. Disadvantaged 262 25999Yes 1 262 261100Yes 1 85 85100Yes 1
EL and Former EL 118 11698Yes 1 118 118100Yes 1 40 40100Yes 1
Students w/ disabilities 86 8397Yes 1 86 8599Yes 1 25 25100Yes 1
Amer. Ind. or Alaska Nat.---------------
Asian 1---- 1---- 0----
Afr. Amer./Black 28 28100Yes 1 28 28100Yes 1 12----
Hispanic/Latino 258 25599Yes 1 258 257100Yes 1 85 85100Yes 1
Multi-race, Non-Hisp./Lat.---------------
Nat. Haw. or Pacif. Isl.---------------
White 8---- 8---- 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 Interpretive Materials
Glossary of 2018 Accountability Terms Glossary of 2018 Accountability Terms

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